Abstract

Males and females, under certain conflicting situations, may resolve to various ways of
dealing with the situation. Comparing differences and similarities in terms of their decision
making, specifically of the ages 15-16 and 18-20 is the prime goal of the study.
 Table of Contents
Abstract………………………………………………………………………1

Chapter 1……………………………………………………………………..4

Chapter 2……………………………………………………………………..

Chapter 3

-Works Cited…………………………………………………………..

Appendix A…………………………………………………………………..

Appendix B ………………………………………………………………….

Appendix C…………………………………………………………………..
Chapter 1
Rationale

Sex is the categorization of a person as either a male or a female. It is based on the

appearance of external anatomy at birth. Sex is a way of distinguishing male and female

members of a species, by giving reference to their reproductive functions.

Communication is the exchange or interaction between two or more people. It conveys

information that may include attitudes, opinions, emotions, and decisions between the sender and

the receiver. Communication may differ and correspond among the two sexes, depending on the

situation at hand. It is vital between the two since many factors may influence their decision-

making and social interaction skills.

This study is being done to compare the differences and similarities among the sexes in

relation to the different situations that they may experience. It is also done to compare the males

and females at the ages of 15-16 and 18-20 in terms of how they decide on certain matters.

Through the ages of 15-16, teens start to undergo persistent hormonal changes which affect their

brain and behavior. Hormonal imbalances in teens can cause them to react irritably and

stubbornly. Through the ages of 18-20, adults have experienced more problems that they were

able to overcome, committed mistakes caused by their irrational behavior and, have enough

knowledge on the best way to carry themselves in conflicting situations.

Decision making is the process of making choices by setting goals, gathering

information, and assessing alternative occupations. (Dartmouth, 245) Females consider multiple

points of view while making their decision, and study people and things in a more in depth and

complicated manner more than males.

 This study will be conducted using the students of University of San Carlos, Talamban

and Sacred Heart Ateneo de Cebu with the respective age groups.

THE PROBLEM

Statement of the Problem

The purpose of this study was to investigate the differences and similarities of both

genders involving decision-making.

Specifically, the research aimed to answer the following questions:

1. In social circumstances, what characteristics are exhibited in males and females as

stated by Pillavin and Martin?

1.a. positive, passive, and relational social behaviors (females)

1.a.1. relieving group tension

1.a.2. showing group solidarity

1.b negative and active social behaviors (males)

1.b.1. engaging in disagreements

1.b.2. partaking in task behavior (giving directions)

2. What factors can influence decisions to speak up about ethics?

2.a. conflicting situations with co-workers

 2.a.1. subordinates

2.a.2 bosses

2.b. conflicting situations where kinship is involved (both metaphorical

and biological)

2.c. prevalent gender stereotypes

2.c.1 “iron maiden” stereotype (it is unfeminine to be

independent, ambitious, directive, competitive and tough at

times)

2.c.2 “sturdy oak” stereotype (against admitting doubts,

revealing errors, and consulting with others)

Theoretical Background

Women generally exhibit a greater amount of agreement and other positive social

behaviors—such as relieving group tension and showing group solidarity—whereas men

engage in a greater amount of disagreements and task behavior—such as giving opinions,

suggestions and direction (Piliavin & Martin, 565).

Men, as a group, have higher status than women. High status group members, such as

men, are assumed to be more competent, they receive more opportunities to make task

contributions to the group decisions. Females may try to gain acceptance from their group

members, they show positive social behavior, females are not trying to compete with their

group members but are simply trying to help each other and help achieve its goals while men

are very competitive. Men and women differ in how they communicate with others. For

example, women tend to communicate more affection, and with greater intimacy and

confidence. Women are most likely to go in to details; they consider multiple points of view

while making their decisions. Men, on the other hand, are competitive. Male and female

shoppers showed a significant difference in their shopping orientation. It was discovered that

females visited more websites and more thoroughly investigated all options while online

shopping than makes, and if there were online sales or discounts, females were more likely to

find and take advantage of them. Males, on the other hand were more efficient in their

shopping habits. They made their purchases more quickly and were focused on getting

straight to the purchase rather than fussing over the smaller details that drew in the females

(Seock & Bailey, 454).

 Women are likely to agree with one another and to engage in a high amount of

positive social behavior and little disagreement, whereas men are likely to disagree with one

another and to exhibit little agreement (Deaux & Major, 48).

Women have four times as many brain cells connecting the right side hemisphere to

the left side hemisphere of the brain—an important study in the field of psychology and

neurology. Women have the ability to utilize both hemispheres simultaneously in an easier

way than men, “Women can focus on more than one problem at one times and frequently

prefer to solve problems through multiple activities at a time. Nearly every parent has

observed how young girls find the conversations of young boys “boring”. Young boys

express confusion and would rather play sports than participate actively in a conversation

between 5 girls who are discussing as many as three subjects at once” (Conner, 99).

Gender cultures influence the way that people of different genders communicate. These

differences begin at childhood. According to Maltz and Broker, the games children play

categorizes into different gender culture, masculine and feminine cultures. For example, girls

playing doll house shows personal relationships and playing house does not necessarily have

fixed rules or objectives. Boys, on the other hand, play soccer or basketball; they tend to play

competitive team sports with different goals and strategies.

Null Hypothesis
 There is no significant difference in terms of decision making between males and females

when put in conflicting situations.

Significance of the Study

The significance of the study is to possibly conclude the causes of differences and

similarities among the sexes in relation to the different situations that they may experience and

expound on its affects on how males and females during adolescence and adulthood decide on

specific matters. Specifically, this study will be significant to the following:

To those who are involved in humanities, specifically communication studies. The data

gathered in this study may be used as information for future investigations.

To those whose jobs involve mass communication and interpersonal communication such

as journalism, public relations, or political science.

To the general public, who can benefit from the information that this study may provide.

Many people, when interacting with others, especially the opposite sex, struggle with agitation or

uncertainty on how to conduct themselves. Maintaining relationships require understanding of

the behavior and emotions of the other person/people involved.

To the youth, who are especially affected by relationships, both platonic and non-

platonic. Awareness of the information gathered in the study can reduce misunderstandings and

building tolerance of disagreements, which will result to more successful relationships.

In addition, to those who study interlinguistics, that they may be assisted by the

information and testing data that this study provides.

Definition of Terms
The definition of the term Adolescence is “ the period following the onset of puberty during

which a young person develops from a child into an adult.”

The definition of the term Aggression is “the hostile or violent behavior or attitudes toward

another; readiness to attack or confront.”

The definition of the term Anatomy is “the branch of science concerned with the bodily structure

of humans, animals, and other living organisms, especially as revealed by dissection and the

separation of parts.”

The definition of the term Assertive is “having or showing a confident and forceful personality.”

The definition of the term Communication is “the imparting or exchanging of information or

news.”

The definition of the term Dominance is “the power and influence over others.”

The definition of the term Frustration-aggression is” the failure to reach a certain desired goal

due to circumstance, often leads to aggression, or behavior which intends harm.”

The definition of the term Instinct is “an innate, typically fixed pattern of behavior in animals in

response to certain stimuli.”

The definition of the term Overt-aggression is “when the aggressor openly and unabashedly

lashes out against a target.”

The definition of the term Predispose is “to make someone liable or inclined to a specified

attitude, action, or condition.”

The definition of the term Propensity is “an inclination or natural tendency to behave in a

particular way.”

The definition of the term Relational-aggression is “also known as covert aggression, or covert

bullying is a type of aggression in which harm is caused by damaging someone's relationships or

social status.”

The definition of the term Self-reinforcement is “a process whereby individuals control their

own behavior by rewarding themselves when a certain standard of performance has been attained

or surpassed.”

The definition of the term Tentative is “not certain or fixed; provisional.”

The definition of the term Violence is “the behavior involving physical force intended to hurt,

damage, or kill someone or something.”

Conceptual Framework
 Dollard’s theory on the
relationship between
Instigators of aggressive behavior
frustration and aggression

Dill’s theory on
Bandura’s theory on the the development
influences of aggressive Relational and overt aggression of aggression
behaviour. theory through aversive
interaction.

Aggression

Aggression and Decision-Making

Differences

Review of Related Decision-Making Literature

Piliavin and Martin’s

Seock and Bailey’s
theory of women’s
theory on sex biases Piliavin and Martin’s theory of behaviour in social
affecting men’s behaviour in social gatherings.
opportunities gatherings

Nucci’s theory of the

decision-making autonomy of the
Gilligan’s theory of men and
women’s moral development.
Decision-Making

While studying many different shopping habits among college students, Seock and Bailey

found that male and female shoppers showed a significant difference in their shopping

orientation. It was discovered that females visited more websites and more thoroughly

investigated all options while online shopping than males, and if there were online sales or

discounts, females were more likely to find and take advantage of them. Males, on the other hand

were more efficient in their shopping habits. They made their purchases more quickly and were

focused on getting straight to the purchase rather than fussing over the smaller details that drew

in the females. These sorts of findings can be especially important to marketers who are trying to

sell their products more efficiently, because it lets them target their audience by selling things in

a specific way (Seock & Bailey, 92).

Women would tend to take a longer amount of time, based on their more selective

thought processing and tendency to review all options (Reiter, 200).

A number of children (735 boys and 312 girls) between the ages of 6 and 16 participated

in a decision-making game designed to assess their willingness to take risks. The results

indicated a sex difference in risk-taking propensity which emerged between the ninth and

eleventh year of age, The difference was in the direction of our cultural stereotypes: boys were

bolder than girls (Slovic, 98).

Children as early as in the primary grades picture the typical boy as more daring than the

typical girl. Furthermore, boldness has been found to be positively correlated with popularity for

boys but negatively correlated with popularity for boys (Tuddenham, 345).
 Chapter 2

Presentation, Analysis, & Interpretation of Data

Data gathered from Sacred Heart Ateneo de Cebu
Age Group: 15-16

Table 1: Counts and percentages of Scenario I results by gender

Scenario I: You are shopping at the local supermarket and are second in line at the cashier. The man
in front of you has emptied his groceries on the conveyor belt. You start to empty your cart and
notice that the man had hidden a large package of chicken under the bottom rung of the cart from
the cashier but the cashier did not notice. What do you do?

N=48

Answer options Total

Nothing Speak to Speak to Other

the man the cashier

Gender Male Count 5 13 6 0 24

% within 20.8 54.2 25 0 100

gender

Female Count 6 5 11 2 24

% within 25 20.8 45.8 8.3 100

gender

Total Count 11 18 17 2 48

% within 22.9 37.5 35.4 4.2 100

gender

In Scenario I, the respondent encounters a situation in which a person in front of them is

trying to steal a package in the grocery store. They are given several choices: do nothing, speak

to the man, speak to the cashier, or other. The option of doing nothing shows qualities of

passiveness, while speaking to the man shows a direct approach to the conflict. Speaking to the

cashier shows a less aggressive advance.

In Table 1, the highest number of people chose to speak to the man and were males while

the highest number of people for females chose to speak to the cashier. More males and females

decided to speak to the cashier than do nothing. Although, there were a greater number of

females that chose to speak to the cashier and do nothing than the number of males who chose
those as well. Thus, majority of the males chose a direct approach in this situation while majority

of the females chose a less aggressive advance.

Table 2: Counts and percentages of Scenario II results by gender

Scenario II: You are shopping at the local supermarket when you notice that the guy in
font of you has a large package of chicken down below on the bottom of his cart. It is
hidden from the cashier’s view and he does not notice. Your closest relative is the head
of the meat department and has to personally pay for shortage of goods in stock. What
do you do?

N=47

Answer options Total

Nothing Speak to the Speak to the Other

man cashier

Gender Male Count 1 15 5 3 24

% within 4.2 62.5 20.8 12.5 100

gender

Female Count 1 7 15 1 24

% within 4.3 30.4 62.5 4.3 100

gender

Total Count 2 22 20 4 48

% within 4.2 45.8 41.7 8.3 100

gender

In Scenario II, the respondent is given a similar situation to Scenario II, however, he/she

is under a circumstance wherein a close relative of the respondent is held responsible for
paying for the stolen goods. The researchers believe that this may affect the amount of

people who choose to do nothing.

In Table 2, majority and equal amounts of the males and females chose to speak to

the man rather than speak to the cashier. Therefore, speaking to the man was the most

abundant decision made by both genders. The number of females and males who chose to

do nothing decreased when told that one of their relatives would have to pay for the

stolen package of chicken.

Table 3: Counts and percentages of Scenario III results by gender

Scenario III: While doing your hours of community service, you saw one of you
classmates put too many hours on their record. That classmate has always been
helpful and cooperative, but if the numbers didn’t add up at the end, the supervisor
would get in trouble. What do you do?

N=48

Answer options Total

Confront the Pretend you did not Adjust the Other

employee know what was client’s bill
happening

Gender Male Count 18 3 2 1 24

% within 75 12.5 8.3 4.7 100.5

gender

Female Count 18 3 2 1 24
 % within 72 12 8 4.2 100
gender

Total Count 36 6 4 2 48

% within 73.5 12.2 8.2 6.1 100

gender

In Scenario III, the options of confronting the employee, pretending to not know

what was happening, and adjusting the client’s bill are given. Confronting the employee

shows signs of confidence and assertiveness which are notable qualities in males.

Pretending to not know what was happening shows qualities of passiveness. Adjusting

the client’s bill is an alternative method of finding an, though not direct, effective

solution.

In Table 3, majority and an equal amount of men and women chose the decision to
confront the employee while only a very few chose the other choices. Thus, they chose
the more direct approach.
Table 4: Counts and percentages of Scenario VI results by gender

Scenario IV: Every week, while working in the grocery store, you see your manager
take home a few goods. Your uncle who got you this job is related to the person who
owns the store. What do you do?

N=48

Answer options Total

Nothing Contact your Start taking Other

uncle merchandise, too

Gender Male Count 0 19 3 2 24

% within 0 79.2 12.5 8.3 100

gender

Female Count 5 17 0 2 24

% within 20.8 70.8 0 8.3 100

gender

Total Count 5 36 3 4 48

% within 10.4 75 6.3 8.3 100

gender

When given the situation in Scenario IV, the respondents are given choices to do nothing,

contact their uncle, or to also start taking merchandise. The option of doing nothing shows

passiveness, while contacting their uncle would serve as an indirect but effective approach to a

solution. Based on statistical data, homocide and theft, which corresponds to the option of

“taking merchandise”, has been prominent in males.

In Table 4, majority of both males and females chose to contact their uncle while three

males and zero females chose to start taking merchandise.

Table 5: Counts and percentages of Scenario V results by gender

Scenario V: While reviewing your classmate’s papers at the end of the year, you notice a few
of her scores were not properly counted and are not as big as they should be. The total number
of points that should have been recorded but were not is a significant difference. To fix this
miscalculation, you must rewrite every single test score from the start of the year, which would
take a lot of time, and nobody is there to help you do it. You are the only one who knows about
the error. What do you do?

N=48

Answer options Total

Nothing, no one Tell my Let the client Other

else has noticed supervisor so he know about
it can make the the error
decision

Gender Male Count 1 4 17 2 24

% within 4.2 16.7 70.8 8.3 100

gender

Femal Count 3 12 8 1 24
e
% within 12.5 33.3 50 4.2 100
gender

Total Count 4 16 25 3 48

% within 8.3 33.3 52.1 6.3 100

gender

Scenario V presents a situation in which the respondent is put in a position to either let

their client, who is being greatly overcharged, know about the error, tell their supervisor so he

can make the decision, or do nothing. Telling the supervisor shows characteristics of inferiority

or unassertiveness while letting the client know about the error shows opposite attributes.

In Table 5, majority of both males and females chose the direct approach which

was to let the client know about the error though more males chose that decision than
females. More females chose the more passive and unassertive decision to do nothing and

let the supervisor know so that he can make the decision, than males.

Data gathered from University of San Carlos, Talamban Campus

Age Group: 18-20

Table 1 lists: Counts and percentages of Scenario I results by gender

Scenario I: You are shopping at the local supermarket and are second in line at the cashier. The
man in front of you has emptied his groceries on the conveyor belt. You start to empty your cart
and notice that the man had hidden a large package of chicken under the bottom rung of the cart
from the cashier but the cashier did not notice. What do you do?

N=30
Answer options Total

Nothing Speak to the Speak to the Other

man cashier

Gender Male Count 1 3 10 1 15

% within gender 0.067 0.2 0.667 0.067 1

Femal Count 3 8 2 2 15
e
% within gender 0.2 0.533 0.133 0.133 1

Total Count 4 11 12 3 30

% within gender 0.133 0.366 0.4 0.1 1

In Scenario I, the respondent encounters a situation in which a person in front of them is

trying to steal a package in the grocery store. They are given several choices: do nothing,

speak to the man, speak to the cashier, or other. The option of doing nothing shows

qualities of passiveness, while speaking to the man shows a direct approach to the

conflict. Speaking to the cashier shows a less aggressive advance.

In Table 1, most males were likely to speak to the cashier, followed by the response

of speaking to the man. More than half of the female respondents chose to speak to the

man. Males were more than twice as likely to speak to the cashier than females, and more

females chose to do nothing compared to males. In this scenario, majority of the males

chose a less aggressive advance while majority of the females chose a more direct

approach.
Table 2 lists: Counts and percentages of Scenario II results by gender

Scenario II: You are shopping at the local supermarket when you notice that the guy in
font of you has a large package of chicken down below on the bottom of his cart. It is
hidden from the cashier’s view and he does not notice. Your closest relative is the head
of the meat department and has to personally pay for shortage of goods in stock. What
do you do?

N=30

Answer options Total

Nothing Speak to the Speak to the Other

man cashier

Gender Male Count 1 3 10 1 15

% within gender 0.067 0.2 0.667 0.067 1

Femal Count 0 8 4 3 15
e
% within gender 0 0.533 0.267 0.2

Total Count 1 14 11 4 30

% within gender 0.033 0.467 0.367 0.133 1

In Scenario II, the respondent is given a similar situation to Scenario II, however, he/she

is under a circumstance wherein a close relative of the respondent is held responsible for

paying for the stolen goods. The researchers believe that this may affect the amount of

people who choose to do nothing.

In Table 2, the highest number of males chose to speak to the cashier, while most

females chose to speak to the man. The number of females who chose to do nothing

decreased when told that one of their relatives would have to pay for the stolen package

of chicken. Less males chose to speak to the man directly, however females were half as

likely to speak to the cashier rather than speak to the man. Almost half of the respondents

would speak to the man rather than remain silent or speak to the cashier.
Table 3 lists: Counts and percentages of Scenario III results by gender

Scenario III: An employee you supervised was putting hours that he/she did not work
on their timecard. She/he was a very good employee and always completed projects
under budget. All of the hours were billed directly to a client, and they were happy with
the cost considering how much work was done.
N=30

Answer options Total

Confront the Pretend you did not Adjust the Other

employee know what was client’s bill
happening

Gende Male Count 11 0 3 1 15

r
% within 0.733 0 0.2 0.067 1
gender

Femal Count 10 2 1 2 15
e
% within 0.667 0.133 0.067 0.133 1
gender

Total Count 21 2 4 3 30

% within 0.7 0.067 0.133 0.1 1

gender

In Scenario III, the options of confronting the employee, pretending to not know

what was happening, and adjusting the client’s bill are given. Confronting the employee

shows signs of confidence and assertiveness, notable qualities in males. Pretending to not

know what was happening shows qualities of passiveness. Adjusting the client’s bill is an

alternative method of finding an, though not direct, effective solution.

 In Table 3, majority of both males and females chose to confront the employee.

More males than females decided to adjust the client’s bill, however more females

selected the option of pretending to not know what was happening.

Table 4 lists: Counts and percentages of Scenario VI results by gender

Scenario IV: While at work at a clothing store, you see your manager run off with a few
products every week. Your uncle, who got you the job, is an associate with the owner.
What do you do?

N=30
Answer options Total

Nothing Contact your Start taking Other

uncle merchandise, too

Gender Male Count 1 11 2 1 15

% within 0.067 0.733 0.133 0.067 1

gender

Femal Count 1 12 0 2 15
e
% within 0.067 0.8 0 0.133 1
gender

Total Count 2 23 2 3 30

% within 0.067 0.767 0.067 0.1 1

gender

When given the situation in Scenario IV, the respondents are given choices to do nothing,

contact their uncle, or to also start taking merchandise. The option of doing nothing shows

passiveness, while contacting their uncle would serve as an indirect but effective approach to a

solution. Based on statistical data, homocide and theft, which corresponds to the option of

“taking merchandise”, has been prominent in males.

 In Table 4, an equal amount of female and male respondents selected to do nothing.

However, more males chose to start taking merchandise. Majority of both the male and female

respondents chose to contact their uncle. As a total, the options of “taking merchandise” and

“nothing” are chosen the same amount of times.

Table 5 lists: Counts and percentages of Scenario V results by gender

Scenario V: While reviewing a financial record of one of your clients, you noticed that some of the
numbers were too big, resulting in the client being overcharged. The overall difference of the funds
was large. In order to fix the miscalculations, every single error must be acknowledged. This would
take a lot of time and currently, there are not enough people to help you. You are the only person who
knows about this situation. What do you do?
N=30

Answer options Total

Nothing, no one Tell my supervisor Let the client Other

else has noticed it so he can make know about the
the decision error

Gender Male Count 0 11 4 0 15

% within gender 0 0.733 0.267 0 1

Female Count 0 5 10 0 15

% within gender 0 0.6 0.4 0 1

Total Count 0 17 13 0 30

% within gender 0 0.567 0.433 0 1

Scenario V presents a situation in which the respondent is put in a position to either let their

client, who is being greatly overcharged, know about the error, tell their supervisor so he can

make the decision, or do nothing. Telling the supervisor shows characteristics of inferiority or

unassertiveness while letting the client know about the error shows opposite attributes.
 In Table 5, none of the respondents chose to do nothing. More females chose to tell their

supervisor so he could make the decision rather than let the client know about the error. In

comparison with the male respondents, females were less likely to let the client know about the

error. Overall, majority of the respondents chose to tell their supervisor about the error.

For example, the Table in Scenario I showed that three female respondents chose to do

nothing when observing that someone was stealing a package of chicken. Scenario II, which

presented nearly the same scenario as Scenario I, explained that the closest relative of the

respondent was in charge of the shortages in the meat department. The amount of females that

chose to do nothing in Scenario II decreased to 0.

Chapter 3

I. Introduction

The purpose of the study was to determine the characteristics that are exhibited by

both sexes, what factors may influence moral engagement and decision-making, and what
differences and similarities were observed between the two and also in regards to both

age groups. Real life situations were used to indicate whether men or women would

rather speak up or stay silent when interacting with bosses or subordinates, when kinship

was involved, or one which threatened to deviate from prevalent gender stereotypes.

Specifically, the research aimed to differentiate the decision-making skills present

in males and females. Age and sex were the two main factors that were considered and

used to appropriately make a conclusion from the data gathered from 78 respondents.

Two different sets of questions were given to each age group. The scenarios that were

used were altered to be more applicable to the respective age group, while not changing

the concept of the scenario.

A purposive sampling was conducted in order to gather the respondents for the

study. The respondents included those from the ages 15 and up, separated into their

respective age groups: adolescent, and adult and students of the schools University of San

Carlos and Sacred Heart Ateneo de Cebu. Quantitative data can be seen when the

information collected from the surveys are compiled and organized by sex and age group.

II. Summary of Findings

III. Conclusion

Based on the findings the following conclusions can be made:

1.
IV. Recommendations

Based on the findings and conclusions, the following recommendations have been made:

1.

Works Cited

Reiter, Kallie. Gender Differences in Decision Making When Faced with Multiple Options.

College of Saint Benedict. 2013. WEB. 24 April 2013.

Tilley, Elspeth. Ethics and gender at the point of decision-making: An exploration of intervention

and Kinship. Massey University, Wellington, New Zealand. 2010. WEB.

Wheeler, Ladd. Sex Differences in Social Participation. University of Rochester. 1977. WEB.

Missri, Eduardo. Gender Differences in Decision Making Processes: A Computerized

Experiment. Honors Seminar. 2008. WEB. 11 February 2008.

Maccoby, Eleanor. Gender and Relationships: A Developmental Account. Stanford University.

Paper presented at the American Psychologist Association. Vol. 45, No. 4, 513-520. 1990. WEB.
 Appendix A

Raw Data

Tally of Data
Age group 15-16

Scenario 1 Scenario 2 Scenario 3 Scenario 4 Scenario 5

Male 1 a b a b b
Male 2 b b a b c
Male 3 a c b c a
Male 4 c b a b c
Male 5 b d a b c
Male 6 b b a b c
Male 7 b b c b c
Male 8 b b a b c
Male 9 b b a b c
Male 10 b b a b c
Male 11 b b a b c
Male 12 a d a c c
Male 13 c c a b c
Male 14 b b a b c
Male 15 c c a b c
Male 16 b b a b c
Male 17 c b a d d
Male 18 b c a b b
Male 19 c b a b d
Male 20 c c b b c
Male 21 a a c c c
Male 22 b b d b c
Male 23 a d a b b
Male 24 b b b d b

Scenario I Scenario II Scenario III Scenario IV Scenario V

Female 1 c b a b b

Female 2 c c c b c

Female 3 c c d b a

Female 4 d c a b c

Female 5 a b a b c

Female 6 c c a d c

Female 7 a c a b c

Female 8 c c a b c

Female 9 a d c a a

Female 10 c c a b a

Female 11 c b a b b

Female 12 b b a b b

Female 13 a c b b b

Female 14 b b a d c

Female 15 d b a b b

Female 16 a c a a b

Female 17 c b a b b

Female 18 c c a b c

Female 19 c c b a d

Female 20 b c a b b

Female 21 b c a a b

Female 22 a a b a b

Female 23 b c a b b
 Scenario I Scenario II Scenario III Scenario IV Scenario V

Female 24 c c a b b

Tally of Data
Age group 18-20

Respondent Scenario I Scenario II Scenario III Scenario IV Scenario V

Male 1 b c a b b

Male 2 c c a b b

Male 3 c c a b c

Male 4 c d a b b

Male 5 d b d d c

Male 6 a a c a b

Male 7 c c c b b

Male 8 b b a b b

Male 9 c c a b b

Male 10 c c c b b

Male 11 b c a b b

Male 12 c b a b c

Male 13 c c a c b

Male 14 c c a c c

Male 15 c c a b b

Female 1 a d a a c

Female 2 b b a b b

Female 3 d b c d b

Female 4 b b a b b

Female 5 b b a d b

Female 6 b c a b c

Female 7 b c a b b

Female 8 b b a b c
Female 9 c c d b c

Female 10 b b a b c

Female 11 d d d b c

Female 12 c c a b c

Female 13 d d b b c

Female 14 b b a b c

Female 15 b b b b c