Proposing the Integration of Scrum and ESP for EFL Tourism Students: Theoretical Framework and Methodological Approach

Rocío Gragera

rocio.gragera@ulpgc.es

Universidad de Las Palmas de Gran Canaria, Spain

Isabel Soto Déniz

isabel.soto@ulpgc.es

Universidad de Las Palmas de Gran Canaria, Spain

ABSTRACT

This study explores the integration of Scrum methodology into English for Specific Purposes (ESP) instruction for Tourism students to address absenteeism, disengagement, and academic underperformance at the University of Las Palmas de Gran Canaria (Spain). Combining Scrum’s iterative, team-based framework with ESP principles, the research aimed to enhance student engagement, language proficiency, teamwork, and self-management. Conducted over 11 weeks with second-year Tourism students, the project used real-world tasks, such as customer service interactions and conflict resolution, structured into collaborative sprints with regular feedback and reflection. The results revealed improvements in student motivation, language skills and teamwork abilities. Challenges included occasional issues with task distribution and workload management. Overall, the study demonstrates that integrating Scrum with ESP creates a dynamic and effective learning environment, aligning language instruction with professional needs while promoting active participation and skill development.

Keywords: Scrum methodology; collaborative learning; English for Specific Purposes; agile learning; tourism education.

I. INTRODUCTION

English as a Foreign Language (EFL) is an indispensable component of the curriculum for Tourism students, where effective communication in English is vital to their professional success. Proficiency in English is not only required for interacting with international clients but also for navigating complex professional environments that demand strong interpersonal and cultural competence. However, despite its importance, EFL courses at the University of Las Palmas de Gran Canaria’s Tourism Faculty (Spain), where this study has been conducted, often face significant challenges, most notably absenteeism and academic underachievement. Many students struggle to see the relevance of English language instruction in relation to their future career needs. This gap between the curriculum and real-world application frequently results in disengagement, which contributes to poor academic performance and high dropout rates.

To address these issues, this paper explores how the integration of Scrum, an agile project management framework developed by Jeff Sutherland and Ken Schwaber, can reinforce EFL instruction. Originally designed to streamline the management of complex software development projects, Scrum emphasizes iterative cycles, known as sprints, which are aimed at producing tangible results within short time frames. Key principles of Scrum, such as collaboration, accountability, and continuous feedback, lend themselves well to educational contexts, particularly in courses designed to meet the specific needs of students, such as English for Specific Purposes (ESP).

In Tourism education, the use of ESP provides a focused, context-specific approach to language teaching, as it enables students to acquire language skills that directly correlate with their future professional roles in customer service, hospitality management, and professional communication. The combination of ESP and Scrum methodology creates a dynamic and interactive learning environment where students can actively apply their English skills in scenarios directly linked to their career paths. The theoretical foundation suggests a pathway for enhancing both student engagement and language acquisition through the integration of these two approaches. The result is a framework that equips students with the practical communication skills required to excel in the tourism industry.

This paper will explore the rationale behind combining Scrum methodology with ESP principles, highlighting how such an integration can address persistent challenges in tourism-related EFL courses. Additionally, it discusses the potential benefits of EduScrum, the educational adaptation of Scrum, which has been specifically tailored to promote active learning and foster deeper engagement in collaborative projects (Schwaber & Sutherland, 2017; Serrador & Pinto, 2015).

II. OBJECTIVES

II.1. General objectives

The primary objective of this research is to propose and evaluate the feasibility of integrating English for Specific Purposes (ESP) principles within a Scrum-based instructional methodology. The ultimate goal is to ensure that Tourism students, who require not only general English proficiency but also specific language skills relevant to their professional contexts, receive a tailored, practical education, necessary to succeed in their future careers.

This proposed framework aims to offer solutions to two major challenges in EFL instruction for Tourism students: absenteeism and disengagement. The course will be structured around collaborative sprints, each focusing on specific tasks directly related to tourism. By integrating Scrum, students will engage in active, team-based learning, which promotes a deeper understanding of the material and encourages greater participation. Furthermore, the iterative nature of Scrum aligns with the demands of modern learning environments, where adaptability, teamwork, and reflection are critical for academic success.

II.2.Specific objectives

Promoting Collaboration and Teamwork: Scrum places a strong emphasis on collaborative, team-based learning. By incorporating Scrum into an ESP course, students will engage in group tasks that simulate real-world tourism scenarios, such as handling customer complaints or managing tour groups. This collaborative approach distributes responsibility among team members, fostering a sense of accountability while enhancing communication and problem-solving skills.

Improving Time Management and Efficiency: Scrum’s structure allows students to work in short, focused sprints. Each sprint is designed to help students focus on manageable, short-term goals, which in turn enhances their time management skills. By aligning with Sutherland’s principle of ‘achieving twice the work in half the time,’ this methodology teaches students how to prioritize tasks and manage their workload efficiently, key skills that are critical in both academic and professional settings.

Developing Practical Language Skills: The ESP framework ensures that the language tasks are directly aligned with the practical needs of the tourism industry. Students will develop specific competencies, such as drafting formal emails, interacting with customers in English, and managing conflict resolution in tourist scenarios. This focus on real-world language use equips students with the tools they need to succeed in their professional careers.

Enhancing Student Self-Management and Reflection: The iterative cycles of Scrum encourage students to reflect on their learning and progress at the end of each sprint. Reflection is a key component of Scrum’s principle of continuous improvement, which enables students to adapt and refine their approaches based on feedback. By encouraging self-assessment and reflection, students will develop greater autonomy and a more proactive approach to their learning.

III. LITERATURE REVIEW

The theoretical foundation of this study rests on two key frameworks: Scrum methodology and English for Specific Purposes (ESP). Both have unique but complementary characteristics that, when integrated, provide a structured and collaborative learning environment tailored to the needs of Tourism students.

III.1. Social Constructivism, Scaffolding and Active Learning

Social constructivism, based on Vygotsky’s theories, underscores the critical role of social interaction and collaboration in the learning process. Vygotsky (1978) argued that knowledge is constructed through social engagement and cultural influences, with learning driving development. This perspective contrasts with Piaget’s view that development precedes learning (Amine & Asl, 2015), highlighting the dynamic interplay between social context and cognitive growth.

At the heart of Vygotsky’s theory is the Zone of Proximal Development (ZPD), which represents the gap between what learners can achieve independently and what they can accomplish with guidance from teachers or peers (Gonulal & Loewen, 2018). Social interaction within the ZPD fosters intellectual growth, helping learners reach their full potential (Churcher et al., 2014). This principle resonates with Scrum’s collaborative framework, where students build knowledge through shared experiences and dialogue, enabling iterative learning and continuous improvement.

Further emphasizing the role of cultural and social contexts, social constructivism highlights that students learn most effectively with scaffolding—temporary, structured support that is gradually withdrawn as they gain competence (Gonulal & Loewen, 2018). Cooperative learning complements this approach by encouraging collaboration and the sharing of perspectives among students, which supports deeper internalization of knowledge (Amineh & Asl, 2015). These principles align seamlessly with Scrum’s iterative approach, where group collaboration and instructor facilitation are vital for sustained progress.

Language, as emphasized by Vygotsky, is a pivotal tool in learning, serving as a bridge between thought and consciousness. Classroom dialogue and discussion foster critical thinking and help students construct personal meaning (Amineh & Asl, 2015). Additionally, diversity and cultural influences shape students’ learning experiences and understanding. Teachers play a crucial role in embracing this diversity, fostering meaningful dialogue about curriculum content and students’ varied backgrounds. Effective communication and shared understanding among participants are fundamental to successful learning in a social constructivist environment (Churcher et al., 2014).

Key strategies derived from social constructivism, such as scaffolding, are central to this study. Scaffolding involves providing temporary, tailored support to help students complete tasks beyond their current abilities, gradually reducing assistance as they develop competence (Bruner, 1988). Within Scrum, scaffolding manifests through the instructor’s role as a facilitator, guiding students through increasingly complex tasks while promoting autonomy and self-regulation.

Bruner’s cognitive theory complements social constructivism by emphasizing discovery learning and iterative, feedback-driven processes. His concept of the spiral curriculum, which revisits foundational concepts at progressively deeper levels, aligns closely with Scrum’s iterative sprints. This approach enables students to gradually build and refine their understanding over time (Bruner, 1988). As noted by Nur Arsyad et al., (2024), Bruner’s theory is particularly impactful in elementary education, where scaffolding and discovery learning actively engage students and connect abstract ideas to real-world contexts. These strategies not only deepen understanding but also equip learners with critical thinking and problem-solving skills essential for addressing future challenges.

III.2. Scrum methodology

Scrum, developed by Jeff Sutherland and Ken Schwaber to manage complex software projects, has evolved into a versatile framework applied across various fields, including education. Its focus on iterative work cycles (sprints), continuous feedback, and team collaboration makes it an effective approach for promoting active learning (Sutherland, 2014). In educational contexts, Scrum enables students to engage in iterative learning processes, reflect on their performance, receive feedback, and continuously improve.

In these settings, Scrum roles like Scrum Master and Product Owner are adapted to foster accountability and collaboration. The instructor typically assumes the role of Product Owner, establishing learning objectives and guiding students, while students share responsibility for their progress, encouraging self-regulation and teamwork (Vila-Grau & Capuz-Rizo, 2021). This collaborative model aligns with social constructivist principles, where knowledge is constructed through interaction and shared experiences, as emphasized by Vygotsky’s (1978) Zone of Proximal Development (ZPD).

Scrum’s iterative structure is particularly effective for Tourism students learning English for Specific Purposes (ESP). Dividing course content into manageable sprints allows students to concentrate on specific language tasks relevant to their future professional roles, such as handling customer complaints, managing bookings, and navigating cultural interactions in tourism. This method reduces cognitive overload and supports incremental skill development, with each sprint building on the achievements of the previous one (Voštinár, 2024).

Additionally, Scrum’s principles of transparency, inspection, and adaptation ensure that students stay engaged and accountable. Regular sprint reviews and retrospectives provide opportunities for reflection and refinement, helping students cultivate crucial soft skills such as teamwork, communication, and leadership, which are essential for both academic success and professional growth (Delhij et al., 2015).

III.3. The Role of Agile Methodologies in Education

Agile methodologies, particularly Scrum, have gained prominence in education as a flexible framework that enhances engagement, learning outcomes, and behavioral interventions (Serrador & Pinto, 2015). Agile Teaching/Learning Methodology (ATML), derived from the Agile Methodology introduced in 2002, applies these principles to education by emphasizing flexibility, collaboration, and the integration of professional knowledge with digital and soft skills. Initially associated with computer science, ATML has expanded into interdisciplinary fields like bioeconomy and healthcare, promoting adaptability and creativity to address complex challenges (Gorczyca et al., 2024).

The iterative and collaborative nature of agile teaching aligns closely with Problem-Based Learning (PBL). Research demonstrates that PBL fosters practical knowledge, teamwork, and critical thinking by engaging students in real-world scenarios. For instance, a third-year information systems module in South Africa successfully integrated PBL with agile practices, providing students with hands-on experience and eliciting positive feedback. This iterative approach has proven to be more compatible with agile methodologies like Scrum than traditional waterfall methods (Marnewick, 2023).

Agile project management in education also reflects the principles of active learning and self-regulated education emphasized in ATML (Yang et al., 2019). Through structured yet flexible project units, students manage tasks, track progress, and participate in feedback sessions. Teachers guide this process by addressing challenges and evaluating team performance, ensuring gradual skill development. This method enhances intrinsic motivation, critical thinking, and collaborative learning while fostering adaptability to evolving requirements (Yang et al., 2019).

Beyond education, agile methodologies have been adapted to address behavioral challenges, such as conduct disorder. Affecting approximately 5% of children, this condition involves persistent violations of social norms and poses risks such as school drop-out and incarceration. Digital tools developed using agile methodologies address these challenges by providing real-time, evidence-based guidance. For example, a time-out app created with an agile scrum framework simplifies protocols and enhances effectiveness, demonstrating the adaptability of Scrum principles beyond software development, offering user-focused solutions for behavioral interventions (Hodson et al., 2024).

The agile scrum approach exemplifies the versatility of iterative methodologies across educational, behavioral, and professional domains. By integrating feedback loops, collaborative learning, and problem-solving frameworks, agile methods enhance student engagement, skill development, and practical outcomes. These approaches prepare students for dynamic professional environments while addressing real-world challenges through innovative, adaptable solutions (Yang et al., 2019; Hodson et al., 2024).

III.4. The Integration of English for Specific Purposes (ESP) with Agile Learning

ESP, as defined by Dudley-Evans and St John (1998), is a learner-centered approach that focuses on equipping students with the specific language skills required for success in their professional or academic fields. Unlike general EFL courses, which address broad language topics, ESP tailors its content to meet the unique needs of students. For Tourism students, this includes developing communication skills for customer service, hospitality management, and other professional contexts.

The integration of ESP with Scrum methodology creates an effective framework for practical, real-world skill application. In an ESP course for Tourism students, language tasks are directly aligned with their professional needs, such as negotiating with clients, managing bookings, and resolving customer complaints in English (Hutchinson & Waters, 1987). This alignment allows instructors to design targeted learning objectives that make the learning process more engaging and relevant to students’ career paths.

Additionally, by structuring language tasks around real-world scenario in a low-risk setting, such as handling customer complaints or organizing tour activities, ESP combined with Scrum fosters meaningful, goal-oriented learning (Gonulal & Loewen, 2018). This practical focus enhances students’ motivation and underscores the relevance of their language studies to their future careers. This hands-on approach strengthens language acquisition while boosting their confidence in professional communication.

Furthermore, Scrum’s iterative process offers regular feedback, enabling students to refine their skills and achieve continuous improvement while taking an active role in their education. This approach encourages ownership of their learning, self-reflection, and peer collaboration, all of which are vital for success in the tourism industry. By aligning language tasks with real-world scenarios, students see the practical relevance of their English studies, which leads to increased motivation and reduced absenteeism (Mahnic, 2012; Vila-Grau & Capuz-Rizo, 2021).

IV. METHODOLOGY

This section outlines the methodology designed for integrating Scrum with English for Specific Purposes (ESP) in a Tourism-focused EFL course. The proposed course structure is built around Scrum’s iterative, team-based approach, ensuring that students engage in practical, relevant language tasks while developing key professional skills. The methodology has been crafted to meet the specific language needs of Tourism students, emphasizing collaborative learning, time management, and continuous feedback.

IV.1. Subjects of study

The subjects of this study consist of a group of 96 second-year undergraduate students from the University of Las Palmas de Gran Canaria’s Tourism Faculty in Spain, who have taken part in an ESP scrum-based project for a period of 11 weeks.

IV.2. Materials

This project and its consequent study have made use of accessible materials, mostly digital, namely Microsoft One Drive apps and the university’s virtual campus (Moodle). A virtual survey was completed by 89 of the 96 participants. The use of these digital materials was possible thanks to the participants’ personal means, to the university’s free software, platforms and licenses and to the university’s Language Laboratory, which provides the students with computers for tests and projects.

In addition, the university’s Administrative and Support Personnel provided the students with desks and chairs to create the foundation of their stands, which they decorated with personal materials designed and created by each group. Moreover, we made use of the Faculty of Tourism’s main hall in order to celebrate the final event of the project, a Tourism Fair.

IV.3. Procedure

IV.3.1. Course Structure: Organizing Learning into Sprints

The course will be organized into two-week sprints, each focusing on a set of language tasks relevant to the tourism industry. These tasks are designed to mimic real-world scenarios, such as customer service interactions, handling complaints, writing formal business emails, and conducting tourist information sessions. By breaking the course into manageable sprints, students can focus on specific language skills without becoming overwhelmed by the volume of material. This structure also allows for regular feedback and reflection, which are key components of the Scrum methodology (Sutherland, 2014).

Each sprint will begin with a sprint planning session, during which the students, working in teams, will select tasks from a backlog of activities prepared by the instructor (Product Owner). These tasks will include a mix of oral, written, and interactive activities, all of which are designed to help students practice their language skills in a professional tourism context (Voštinár, 2024). Students will be encouraged to collaborate and divide tasks among themselves, fostering a sense of responsibility and teamwork.

Throughout each sprint, students will participate in daily Scrum meetings; brief, stand-up sessions where team members share their progress, discuss challenges, and plan their next steps. These daily meetings help keep students on track and ensure that they are actively engaged in their learning process (Delhij et al., 2015). The short, focused nature of these meetings also allows for continuous reflection and adjustment, helping students to stay aligned with their goals and make incremental improvements.

At the end of each sprint, students will present their work in a sprint review, where they will receive feedback from both their peers and the instructor. This feedback is critical for helping students identify areas for improvement and adjust their approach in future sprints. Following the sprint review, students will participate in a sprint retrospective, where they will reflect on what went well, what challenges they faced, and how they can improve in the future (Sutherland, 2014). This iterative process of reflection and adjustment is at the core of Scrum’s principle of continuous improvement.

IV.3.1. Scrum Events in Education

The Scrum process in education revolves around several key events, including sprint planning, daily stand-ups, sprint reviews, and retrospectives (Delhij et al., 2015). In a Tourism-focused EFL course, these events help students stay on track while fostering collaboration and self-reflection.

Sprint Planning: During sprint planning, student teams, guided by the instructor (Product Owner), decide which language tasks from the backlog will be tackled during the upcoming sprint. These tasks are aligned with real-world tourism scenarios, such as managing customer inquiries or resolving conflicts in a hospitality setting. Sprint planning ensures that students are not overwhelmed by the volume of material and can focus on achieving specific, manageable goals (Vila-Grau & Capuz-Rizo, 2021).

Daily Stand-Ups: Daily stand-ups are short, five-minute meetings where students share their progress, identify any challenges, and plan their next steps. This regular check-in process helps maintain transparency and ensures that the team remains aligned with its sprint goals. In an EFL context, these meetings provide opportunities for students to practice professional communication in English, further enhancing their language proficiency (Delhij et al., 2015).

Sprint Reviews: At the end of each sprint, students present their work in a sprint review, receiving feedback from their peers and the instructor. This feedback is critical for helping students identify areas for improvement, both in their language skills and their approach to teamwork. The review also allows students to demonstrate their progress in applying English to real-world tourism scenarios (Sutherland, 2014; Vila-Grau & Capuz-Rizo, 2021).

Sprint Retrospectives: Following the sprint review, students participate in a sprint retrospective, where they reflect on what went well, what challenges they faced, and how they can improve in future sprints. This reflection process fosters a growth mindset, encouraging students to view challenges as opportunities for improvement (Sutherland, 2014; Vila-Grau & Capuz-Rizo, 2021).

IV.3.3. Implementation of Scrum in ESP Projects

By following Scrum principles, students will not only improve their language skills but also develop important soft skills such as teamwork, communication, and time management. The iterative nature of Scrum ensures continuous improvement and provides students with regular feedback, making the learning process more dynamic and responsive to their needs. The aforementioned proposal integrates the Scrum methodology into an ESP-focused Tourism Fair project.

IV.3.4. Project Overview: Tourism Fair

The Tourism Fair is a practical project in which students work in teams to design and present tourism stands representing various countries with Anglo-Saxon heritage. The project focuses on developing spoken production and interaction skills, with students creating both physical and digital materials to showcase tourism aspects of their assigned countries. The project promotes the use of technical vocabulary, cooperative learning, and the practical application of language skills in real-world scenarios.

IV.3.5. Temporalization of the Teaching Proposal with Scrum Integration

Introduction and Project Kick-off (Week 1)

Objective: Introduce students to the project and the Scrum methodology. Define the scope of the project and assign countries to each team.

Scrum Elements:

Sprint Planning: Hold the first sprint planning session. Each team will break down the project into smaller tasks that align with Scrum’s iterative approach.

Team Formation: Students will be divided into teams of 5-6 members, with roles assigned (Scrum Master, Product Owner, and Development Team).

Project Backlog: The Product Owner (teacher) will provide a backlog of tasks related to research, content creation, and stand design.

Sprint 1 (Weeks 2-3)

Objective: Research the assigned country and begin initial content creation. Focus on identifying key tourism features (landmarks, culture, history).

Scrum Elements:

Daily Stand-ups: Teams will hold 5-minute daily stand-ups to discuss progress, obstacles, and next steps.

Sprint Review: At the end of Week 3, teams will present their research findings and receive feedback from peers and the instructor. Feedback will focus on the relevance and accuracy of the information.

Sprint Retrospective: Teams will reflect on what went well during the research phase and what could be improved for the next sprint.

Sprint 2 (Weeks 4-5)

Objective: Develop the stand design, focusing on visual and interactive elements. Begin drafting a presentation script for the fair.

Scrum Elements:

Sprint Planning: Teams will select tasks related to stand design from the backlog. Tasks may include creating visuals, collecting materials, and brainstorming interactive activities.

Daily Stand-ups: Continued daily check-ins to ensure progress on the stand design and preparation for the presentation.

Sprint Review: Teams will showcase their initial stand designs and receive feedback. This review will emphasize creativity, teamwork, and the use of technical vocabulary.

Sprint Retrospective: Reflect on the design process and team dynamics, focusing on how the design and presentation aspects can be further improved.

Sprint 3 (Weeks 6-7)

Objective: Finalize the stand and practice the presentation. Rehearse responses to potential audience questions.

Scrum Elements:

Daily Stand-ups: Ensure that the stand is ready for the presentation. Teams will finalize visual and interactive elements.

Sprint Review: Conduct a full rehearsal of the stand presentation, including a Q&A session to simulate the actual fair. The instructor will provide feedback on fluency, pronunciation, and presentation skills.

Sprint Retrospective: Teams reflect on their readiness for the tourism fair, identify any last-minute improvements, and ensure that all tasks are completed.

The Tourism Fair (Week 8)

Objective: Present the tourism stands to classmates and invited guests (other students or faculty members). Each group will simulate a tourism fair, interacting with “visitors” and promoting their assigned country.

Scrum Elements:

Final Presentation and Assessment: The final sprint review will take place as teams present their stands and engage in spoken interaction with visitors. The assessment will focus on spoken production and interaction, including fluency, creativity, and teamwork.

Post-Fair Reflection and Evaluation (Week 9)

Objective: Reflect on the learning process and evaluate the overall effectiveness of the Scrum methodology in the project.

Scrum Elements:

Sprint Retrospective: Teams will reflect on their performance during the fair and discuss what they learned from the project. They will also provide feedback on the Scrum process and how it helped or hindered their learning experience.

Final Assessment: The instructor will provide final grades based on the criteria listed above, along with feedback on language use and presentation skills.

IV.4. Data treatment

Students’ feedback was collected through virtual surveys containing 20 statements with a Likert scale (Strongly agree to Strongly disagree) in order to measure the strengths and weaknesses of our intervention, as well as to what extent the initial objectives of the study had been achieved. These data were afterwards transferred to an Excel spreadsheet and were analyzed statistically to extract results and draw conclusions

IV.5. Challenges and limitations

The successful implementation of Scrum methodology relies heavily on technology access and digital literacy, particularly for tools such as virtual campuses and shared drives that streamline task organization and communication. While the university provided necessary platforms and physical resources, this study acknowledges that not all students possess equal levels of digital proficiency or access to reliable technology outside of the classroom. This discrepancy could hinder the effectiveness of Scrum processes, such as daily stand-ups or sprint planning. In cases where technology access is limited, alternative methods, such as paper-based task boards or in-person progress check-ins, can be employed to maintain the structure and goals of the Scrum methodology.

Lastly, this study encountered the limitation of student adaptation to new instructional methodologies. Some participants were initially resistant to the shift from traditional, teacher-centered instruction to a more student-driven, collaborative framework. The requirement to take ownership of their learning and contribute actively in teams represented a significant adjustment for these students. While the majority ultimately adapted to and appreciated the methodology, early resistance highlights the need for gradual implementation. Providing a thorough orientation to the principles and expectations of Scrum, as well as ongoing support during the initial stages, would help ease the transition and encourage full participation.

V. RESULTS

The analysis of the survey results reveals valuable insights into the perceptions of students regarding the Tourism Fair project. The survey consisted of 20 statements, each evaluated using a Likert scale with categories ranging from “Strongly Agree” to “Strongly Disagree”. The data collected from the 89 participants offers a clear understanding of the strengths and areas for improvement in the course methodology, collaborative dynamics, and overall project structure.

V.1. Survey results

The first statement, “I believe that the activities carried out during the project were relevant to my professional future in tourism,” received predominantly positive feedback, with 61 respondents expressing agreement (20 Strongly Agree and 41 Agree). This indicates that the majority of students found the activities highly relevant to their professional goals, although 20 participants remained neutral, and 8 provided negative responses.

Similarly, statement 2, “The tasks assigned at each stage were clearly linked to specific skills in the field of tourism,” exhibited a strong trend of approval, with 63 positive responses, 17 neutral, and a minimal 9 negative responses. This result suggests that the tasks were well-aligned with the intended professional skills, supporting the course’s objectives effectively.

Statement 3, which addressed motivation with the claim “I felt motivated to actively work within my team during each stage,” reflected slightly more mixed results. While 48 students responded positively, 28 expressed neutrality, and 13 disagreed. The relatively high level of neutral responses suggests that not all students experienced consistent motivation throughout the project. Instead, they experienced a changing boost of motivation depending on the sprint. The balanced motivation of each member of the group needs to be taken into consideration by the Scrum Master.

In contrast, statement 4, “The methodology promoted collaborative work among team members,” showed similar trends, with 44 positive responses, 21 neutral, and a notable 24 negative responses. These results highlight potential challenges in fostering effective collaboration within teams, as a significant portion of students did not perceive teamwork as successful or engaging.

When asked about the usefulness of review meetings for reflection, as in statement 5, the results were more divided. Out of 89 responses, 41 students responded positively, while 25 expressed neutrality and another 23 disagreed. This division indicates that the review meetings were not universally perceived as helpful, suggesting a need to reassess their structure and purpose to make them more engaging and constructive.

Conversely, statement 6, which focused on fairness in the distribution of tasks, received a more favorable response. A total of 54 students agreed that the tasks were distributed fairly, while 19 remained neutral, and 16 disagreed. This demonstrates that most students were satisfied with task distribution, though improvements could still be made to address the concerns of the minority.

The sprint-based structure, as mentioned in statement 7, was generally well-received, with 45 positive responses. However, the high number of neutral responses (32) points to a level of indifference or uncertainty regarding this method’s effectiveness in promoting active participation.

Statement 8, which addressed engagement through methodology, received positive feedback from 50 respondents, though 25 remained neutral and 14 disagreed. This indicates that while the methodology was engaging for most, there remains a subset of students who did not experience this benefit.

A similar pattern emerged in statement 9, where students were asked whether project dynamics reduced their sense of disconnection or disinterest. While 44 participants responded positively, 26 remained neutral, and 19 disagreed, reflecting a moderate level of success in this area.