This document summarizes a team project analyzing reasons students bunk lectures using a Pareto diagram. The team surveyed 121 students and found that 52.89% reported boring lectures as the top reason, followed by co-curricular activities at 19.83% and hectic schedules at 6.61%. These top 3 reasons accounted for nearly 80% of responses. The team concluded addressing boring lectures, scheduling of extracurricular activities, and time management could significantly reduce bunking according to Pareto's 80/20 principle.

1. Pareto Diagram
Deepali Gaikwad
Divya Adity Nadar
Rohin Jacob
Team: Eagles
College: SIMSREE, Mumbai
Challenge 4

2. Introduction
One of the seven basic tools of quality control used for process
improvement
Separates the “vital few” from the “trivial many”
Pareto Principle: 20% (Vital few) of the problems have 80% of the
impact
A Pareto chart can help you:
o Separate the few major problems from the many possible problems
so that one can focus on the improvement efforts
o Arrange data according to importance or priority
o Determine which problems are most important, by using data not by
perception
o Identify the frequency of occurrence of major problems and
according to that, mitigation steps can be taken
o Make problem solving decisions
o Put limited resources to better use

3. Steps to construct Pareto Chart
Data recording
Data ordering (depends upon frequency of occurrence)
Labelling of Vertical & horizontal axis
Plotting the bars
Adding up the counts
Add cumulative line
Add title, legend and date
Analyse the diagram
The problem selected by us is BUNKING
LECTURES

4. Stratification of problems
Controlled by the
Administration
Controlled by the students Caused due to
circumstances
Boring lectures Priority to Hobbies Hectic Schedule
Poor teaching quality Co & Extra-curricular activities Long distance travel
Poor class room facilities Attending coaching classes Submissions overload
Less weightage to the subject Hanging out with friends Medical emergencies or
accidents
Intimidated by the professor Loitering in college campus Conducting lectures just
before exams due to
incomplete syllabus
Lenient attendance
regulations
Disinterest towards the subject Unavailability of transportation
facilities
No or less internal marks for
attendance
Preference to self study Unavoidable personal chores
Duration of a lecture Friction with classmates Less importance of the subject
in the practical or corporate
world
Repetitive syllabus that has
been taught in previous years
Inability of a student to
concentrate in lengthier
lectures

5. Survey
Objective – To identify major reasons for bunking lectures
Total Respondents: 121
Mode of taking survey: Google Forms
Respondents:
28 Females, 93 Males
Age Group: 20-26 years
0-5 years Work Experience
Sr.
No.
Issue Type Frequenc
y
Percentage Cumulative frequency
1 Boring Lectures 64 52.89 52.89
2 Co & Extra-curricular
activities
24 19.83 72.73
3 Hectic Schedule 8 6.61 79.34
4 Priority to Hobbies 7 5.79 85.12
5 Long distance travel 4 3.31 88.43
6 Submissions overload 3 2.48 90.91
7 Poor teaching quality 3 2.48 93.39
8 Poor class room facilities 2 1.65 95.04
9 Others* 6 4.96 100

6. Pareto Diagram
0.00
20.00
40.00
60.00
80.00
100.00
120.00
0
10
20
30
40
50
60
70
Responses

7. Boring Lectures
More than 50% respondents gave this as a reason for bunking
lectures
Conventional teaching methods are monotonous
Increasing number of students and teachers embracing technology
to make classes more engaging
Visual aids, Video Clips, group activities need to be included to
make a class more interactive
The Vital Few

8. Co & Extra-curricular activities
Increased number of employers looking at more than just ‘marks’ of
students
Helps in all-round development of students
Hence the increased importance to Co & Extra-curricular activities
Time-tables can be scheduled so there is no clash with such
activities
Flexible lecture timings can also help partly address the problem
Hectic Schedule
An MBA program is rigorous – assignments, projects, competitions,
deadlines, lectures etc. all have to be managed
The rigour is intentional, to teach students to learn to manage time
This problem needs to be addressed by students themselves as
budding leaders of tomorrow

9. Inferences
3 Activities (≈20% of all activities) account for close to 80% of
the students bunking lectures
In line with Pareto’s principle of ‘Vital Few’ being responsible for
major impact
Separates the ‘Vital Few’ from the ‘Trivial Many’
More than 50% respondents attributed ‘Boring Lectures’ as a
major cause for bunking lectures - needs to be addressed
Image reference
Boring schedule:
http://www.greatspeakingcoach.com/2013/06/everyone-
does-it-but-should-you.html

10. Lessons Learnt by Team
Practical Application of Pareto’s diagram
Studied and identified the major reasons for ‘Bunking Lectures’
Understood the importance of ‘Vital Few’ over ‘Trivial Many’
Addressing the causes for ‘Vital Few’ can mitigate a problem to
a great extent
Understood that Pareto’s 80-20 principle is a universal principle
By addressing ‘Boring Lectures’, ‘Co & Extra-curricular
Activities’ and ‘Hectic Schedule’ the number of students bunking
lectures can be greatly reduced
THANK YOU!!!