A structured Scrum-Based Teaching Learning Framework: Design and Empirical Validation for Enhanced Academic Performance

Abstract

Agile methodologies, predominantly scrum, have proved potential for supporting student-centred learning; yet their implications in education often lacks a structured pedagogical framework with clearly defined roles, artifacts and events. This study proposes a structured scrum-based teaching learning framework that systematically adapts scrum principles to the academic environment. The framework was implemented and empirically evaluated using student data by comparing academic performance under scrum based and traditional teaching approaches. The comparative analysis disclosed that students taught using scrum-based approach achieved a higher average academic performance (68.91) than those taught using the traditional approach (62.99), with the observed difference being statistically significant (p < 0.001). Semester wise analysis demonstrated consistently higher performance for the scrum-based group. A dashboard was developed to support systematic comparative, supplementary, and predictive analysis of student data. Placement related and predictive analyses provided additional exploratory insights; though academic performance remained the primary basis for the framework validation. The findings suggest that the proposed framework can support a structured, iterative, and learner centred teaching-learning process through systematic planning, monitoring, feedback, review and continuous improvement. The study contributes a structured approach for adapting scrum in higher education and provides empirical evidence for its potential to enhance student academic performance.