Abstract: Effective teamwork is essential in Agile software development, so software engineering education now often includes Agile and DevOps practices to help students work well together. Despite this trend, there is limited empirical evidence regarding the progression of teamwork quality across successive Agile sprint iterations in undergraduate software engineering projects and its relationship to sprint performance. This study looks at how teamwork quality evolves during Agile sprints and how it relates to sprint performance in an undergraduate Agile and DevOps course. The empirical study involved 120 final-year undergraduate students working in 14 Agile teams across three successive one-week sprints. Teamwork quality was assessed after each sprint using a 34-item questionnaire derived from the Teamwork Quality and Big Five Teamwork models, while sprint performance was assessed separately using sprint execution measures. Factor analysis resulted in three interpretable components: Leadership Style, Working Environment, and Organizational Support, which together accounted for 41.89% of the variance. The components demonstrated acceptable internal consistency, with Cronbach’s alpha values ranging from 0.765 to 0.997. Teamwork quality also showed strong consistency across successive sprint assessments, with correlations of 0.851 between the first and second sprints and 0.864 between the second and third sprints. The results also showed that as teamwork quality improved, sprint execution improved. Overall, the findings suggest that repeated Agile and DevOps practices enable students to develop better teamwork, and stronger teamwork is linked to better sprint performance. This study offers evidence for including regular teamwork assessments in Agile and DevOps education and highlights key areas that can help educators support teamwork growth in student teams.

Key words: Agile-DevOps education, software engineering education, teamwork quality, Scrum, agile sprint performance