  We surveyed 169 undergraduate students who are enrolled in various courses.
They were members of software engineering groups formed to solve various
real-world computational problems by implementing software projects as part of
the requirements of the course. This time, our analysis show that task
visibility is negatively associated with social loafing while contributions,
dominance, aggression and sucker effect are positively correlated.
  We further found out that perception of social loafing exists and still
persists among members of computer programming groups. Compared to our 2008
analysis, we provide in this paper detailed analysis based on demographic
parameters such as gender, course taken, age group, type of residence (urban or
rural), and region of residence. The implication of this result is that aside
from the usual problems that an instructor faces in teaching software
engineering-related courses, the presence of social loafing also adds to the
impediment of teaching effectiveness. Thus, it is imperative that instructors
and course designers consider the implications associated with social loafing
when designing group projects.
