Adopción de metodologías ágiles en estudiantes de Ingeniería de Software

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Abstract
Agile methodologies have become established in software engineering education due to their emphasis on collaboration, iterative cycles, and early value delivery. However, their effective adoption in academic projects is not guaranteed simply by incorporating them into the curriculum; factors such as a lack of daily practice, low automation, and unstable coordination routines also play a role. This study describes the level of adoption/perception of agile practices among 108 students at a public university in Mexico (two parallel groups: A = 54; B = 54) at the beginning of the academic year. A standardized questionnaire of 24 questions was administered, organized into eight domains (Likert 1–5): iteration planning (IP), iterative development (ID), continuous integration (CI), daily stand-ups (DS), customer/user contact (CU), acceptance testing (AT), retrospectives (RT), and visual management/workflow with WIP limits (VF). In this study, means, standard deviations, ranges, frequencies (1–5), low percentages (1–2), and high percentages (4–5) were calculated. Internal reliability was estimated by subscale and overall using Cronbach's alpha. Exploratory comparisons were also performed using ANOVA for Group (A/B) and for the stated methodology. The study yielded a total index of 4.00 with a standard deviation (SD) of 0.66. Means per domain ranged from 3.82 (SD) to 4.19 (AT). Subscale reliability was α = .662–.832, and the overall α was .946. Comparisons between Groups A/B and by methodology showed little difference and were not statistically significant. The results suggest reinforcing daily meetings, implementing continuous integration and work-in-progress (WIP) limits, and maintaining strengths in acceptance testing and user contact.