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Assessing Teamwork Dynamics in Software Development Projects

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arxiv 2501.11965 v1 pith:54PNCZKY submitted 2025-01-21 cs.SE

Santiago Berrezueta-Guzman , Ivan Parmacli , Mohammad Kasra Habib , Stephan Krusche , Stefan Wagner This is my paper · ORCID
classification cs.SE
keywords discrepanciessoftwareteamworkcommunicationconflictcontributionsdevelopmentdynamics
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This study investigates teamwork dynamics in student software development projects through a mixed-method approach combining quantitative analysis of GitLab commit logs and qualitative survey data. We analyzed individual contributions across six project phases, comparing self-reported and actual contributions to measure discrepancies. Additionally, a survey captured insights on team leadership, conflict resolution, communication practices, and workload perceptions. Findings reveal that teams with minimal contribution discrepancies achieved higher project grades and exam pass rates. In contrast, teams with more significant discrepancies experienced lower performance, potentially due to role clarity and communication issues. These results underscore the value of shared leadership, structured conflict resolution, and regular feedback in fostering effective teamwork, offering educators strategies to enhance collaboration in software engineering education through self-reflection and balanced workload allocation.

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Cited by 2 Pith papers

Reviewed papers in the Pith corpus that reference this work. Sorted by Pith novelty score. Full citation record

  1. Who Introduces and Who Fixes? Analyzing Code Quality in Collaborative Student's Projects

    cs.SE 2025-05 conditional novelty 5.0 of 10

    In student pair projects, code quality issues tend to be introduced by the more active contributor, fixed late, and usually corrected by the same student who wrote the code.

  2. From Coders to Critics: Empowering Students through Peer Assessment in the Age of AI Copilots

    cs.CY 2025-05 conditional novelty 4.0 of 10

    In a 47-team introductory programming course, peer-assigned scores correlated moderately with instructor grades (r ≈ 0.50-0.55), and most teams reported the peer review process as fair and engaging.

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