The document explains the Pareto diagram, highlighting its structure and usage for analyzing data, particularly regarding students' reasons for bunking college. Key reasons include avoiding boring lectures, socializing with friends, attending coaching classes, engaging in extracurricular activities, and enjoying campus life. The document emphasizes the need for teachers to make lectures more engaging and relevant to retain student interest.

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2. INTRODUCTION TO PARETO
DIAGRAM
 A pareto chart is named afterVILFREDO
PARETO, is a type of chart that contains both
bars and a line graph, where individual values are
represented in descending order by bars, and the
cumulative total is represented by the line.
 The left vertical axis is the frequency of
occurrence or importantly it’s the unit of
measure.
 The right vertical axis is cumulative percentage
of total number of occurrences.The cumulative
function is a concave function.

3. REPRESENTATION OF PARETO
CHART(example)

4. TOP 6 REASONS FOR STUDENTS
TO BUNK COLLEGE.
1. TO AVOID BORING LECTURES
From the curriculum, to the professors, the
teaching methods and even the people who attend
classes are boring then the students prefer
bunking and having fun rather than going through
the torture of attending long boring lectures.

5. 2.TO HANG OUT WITH
FRIENDS
College means freedom, while schools have strict
rules and lesser autonomy, colleges are more
liberal. We can get away with not attending
lectures and so students bunk college with friends
to watch movies, eat at the canteens, roam around
and have fun.

6. 3.TO ATTEND COACHING
CLASSES
Bunking college to attend coaching classes is a
popular trend these days. Students prepare for
competitive exams for future education, at the
cost of the degree they get at college. To them
college is just meant for giving annual exams and
getting the degree.

7. 4.FOR EXTRA-CURRICULAR
ACTIVITIES
Many students bunk college to do something that
interests them more. It could be the preparation
for the annual function, practicing their favorite
sport, dance or any other art form. Creative
students find what they like and bunk classes to
do them.

8. 5.TO MEET THEIR
BOYFRIEND/GIRLFRIEND
Many students find their first love in college.
Having crush, secretly looking at them, waiting
for them to initiate a conversation and eventually
falling in love happens in college days. And when
that happens, bunking classes to go out for a
coffee with partner becomes a routine.

9. 6.TO HAVE FUN AT THE
CAMPUS
Colleges usually have huge campuses with
canteen, library, sports ground, auditorium and a
huge open area. The classes are usually in the
morning hours and so students bunk to enjoy the
atmosphere and chill out at the campus. Most
college memories are related to the campus and
time spent with friends.

10. DATA COLLECTED ON
SURVEY OF 146 STUDENTS

11. PARETO DIAGRAM FOR THE
BUNKING OF LECTURES

12. EXPLAINATION OF 3 MAIN
PROBLEMS OF CLASS BUNKING
 BORING LECTURES
Boring lectures make students to loose interests and
make them less enthusiastic towards studies and in turn
letting them to do one or the other things in class to
make themselves busy in their work except listening to
lectures.
 HANGOUT WITH FRIENDS
Students make new friends in colleges and want to spent time with
them and party. They find themselves busy with the schedule
lectures of the college professors that they have just one point of
time to enjoy and that is by not going to class and bunking the
lectures and enjoying among themselves.

13.  EXTRA ACTIVITIES
Students are interested in playing their favorite sports,
some love to dance ,some love to sing and many other
activities are there which interests the students. The
schedule is already pre planned and that can’t be
changed so these students which have interest in other
activities other than studies have one option to leave the
lectures and practice their favorite activity

14. LESSON LEARNED BY TEAM
 Teachers should make the lecture useful, the
new knowledge must be integrated into what
students already know. It must be
continually related back to know material, so
students can make the small connections that
keep the new facts / concepts tied into the
existing knowledge structure . this can be
done by verbally giving the equivalent of
directions after every new small concept is
introduced.