This shows you the reason why student bunk lectures in colleges.It consists of twelve reasons with a Pareto diagram made by- Beenu Virmani Shivi Verma

1. Bunking
Lectures
Submitted By -
Beenu Virmani
Shivi Verma
Email : beenuiitian@gmail.com
College : Banasthali Vidyapith

2. Pareto analysis is a formal technique useful where many possible
courses of action are competing for attention. In essence, the problem-solver
estimates the benefit delivered by each action, then selects a number of the most
effective actions that deliver a total benefit reasonably close to the maximal
possible one.
Pareto analysis is a creative way of looking at causes of problems because
it helps stimulate thinking and organize thoughts. However, it can be limited by its
exclusion of possibly important problems which may be small initially,
but which grow with time. This technique helps to identify the top portion of
causes that need to be addressed to resolve the majority of problems. Once the
predominant causes are identified, then tools like the Ishikawa diagram or Fish-
bone Analysis can be used to identify the root causes of the problems. While it is
common to refer to pareto as "80/20" rule, under the assumption that, in all
situations, 20% of causes determine 80% of problems, this ratio is merely a
convenient rule of thumb and is not nor should it be considered immutable law of
nature.
Introduction to Pareto diagram

3. Form an explicit table listing the causes and their frequency as a percentage.
Arrange the rows in the decreasing order of importance of the causes (i.e., the
most important cause first)
Add a cumulative percentage column to the table
Plot with causes on x- and cumulative percentage on y-axis
Join the above points to form a curve
Plot (on the same graph) a bar graph with causes on x- and percent frequency
on y-axis
Draw a line at 80% on y-axis parallel to x-axis. Then drop the line at the point of
intersection with the curve on x-axis. This point on the x-axis separates the
important causes (on the left) and trivial causes (on the right)
Explicitly review the chart to ensure that at least 80% of the causes are captured
Steps to Pareto Diagram

4. Stratification

5. Identification of symptoms

6. Difficulty in understanding the lecture-
If students do not expect to learn from lectures, they are less likely to attend.
“The absolute most important thing,” according to one student,
“is if I feel that I am learning something in the class.”
A second student echoed this opinion, adding, “If I'm not learning, why go?”

7. Deadlines for the Academics-
Students may be engaged with other assignments and extra curricular
activities and they have to devote time to them, because there is insufficient
time. This leads in bunking of classes.

8. Lack of relevant Examples-
Students say that if they don’t find the material understandable than they
don’t find it important to attend the classes

9. Lack of sleep-
Late night fun, movies or studies may result into non-sleepy hours.
Hence students bunk their classes in order to complete their sleep.

10. Availability of study material from other resources-
Students those who do not attend the class are reliable on other students for
notes etc. and also they may get it from books hence they do not find it
necessary to attend the classes.

11. Class Timing Problem-
Classes are arranged on such time which may not be suitable for the students

12. Personal Activities-
Students may have some activities to perform on their own like marketing,
fun with friends,medical reasons etc. so they are unable to attend the classes.

13. Seeking help from colleagues or self study-
Students rather prefer group study or self study instead of attending classes.

14. Size of Class-
Due to a large number of students in the class, each and every student is not
given proper attention hence they avoid attending the classes.

15. Use a lot of demos, and align the lectures with the tests.
 Some of the same students who provided the other insights in this
article also offered specific advice on how to give great lectures.
One way to do this might be to finish the lectures by stepping down
from the position of professor, and taking the view of the students, to try
to talk more on a level with them.
As a ‘student’ the professor could run through everything he had
‘learned’ in that class, describing it in broad, quick strokes.
It must be continually related back to known material, so the students
can make the small connections that keep the new facts/concepts tied
into the existing knowledge structure.
 This can simply be done by verbally giving the equivalent of directions
after every new small concept is introduced.
Recommendations

16. The bunking of lectures has not only become the trend of today
but it has also degraded the percentage amount of students that are
interested in studies. From this activity , we were able to identify the causes
that lead for bunking of lectures . And on thinking on this matter , we could
easily visualise ourselves bunking .
We found that students’ attitudes toward lectures vary widely, from
“I never miss them” to “they’re worthless,” with most responses falling
somewhere in between. Most students reported they try to attend lectures,
and usually do, missing them from time to time as the result of academic,
extracurricular, or personal conflicts.
When asked to estimate what percentage of their lectures they attend,
about two of every three respondents (67%) estimated that they attend at
least 90%, three of every four (76%) that they attend at least 75 % and more
than nine in 10 (93%) that they attend at least half.
Lessons learned by the team