TOWN STUDY PROJECT 1992

SELF-DISCLOSURE IN CHUUK

BY: HARDEN LELETWILFORD KALSOLVAYVE .VEND TOLA JK,CATHERINE MITAGYVOXNE PANGELIXAX

ADVISORS: MARCUS SAMOEVELYN PAULWAHYU WIBOWO

ACKNOWLEDGMENTS

We wish to express our deepest gratitudes tc the- following

People vho ha\'? contributed & lot in making our T. S. P. possible.

Our special thanks and appreciation to our moderator Marcus

Sr.ir.0, the dean and assistant principal of Xa* ier High School, for

his help in teaching us abexit Psychology and the assistance that

he has given us in or^anizia'g and writing cur T.S.P paper.

We would also extend our sincere gratitudes to Mr. Mariano

Marcus, the principal of Saramea Ch'.iuk Academy, for his

encouragement and assistance in correlating the topic and some

essential information about Self-disclosure.

Also a grateful thanks to Mrs, Linda Mori Hartmai: , a

Co'.uiaunity Supervisor, for her generosity in lending us one of the

rooms in her house as our temporary office, and a few important

details about the background of the Chuukese people fhaj: relate

t- the issue of self-disclosure.

We are also gL-steful tc Mr. X. Mrs. Taka Mori, Mr. & Mrs.

lanen Paul, ana Shane Barker for their support in offering us

ti-,:'.n3portation during our T.S.P project.

Special thanks too to Mr. & Mrs. Angken Xymoon and Dr. &

Mr*. Herliep '-"o^eil .Cor their 'lenerosi I: j and hospitality in

preparing food for <.A;<' grcup.

k'e are else ttxani.ful to those who have siven us their

reponses which has helped in the- sharps:iing of our thoughts on

the important issue.? uf self-disclosure .

Self-disclosure

Wrenn & Mencke '1975) define self-disclosure as;

.... . allcwins; others to kno ' one fully byopening up and revealing one's thought?, andinnermost feelings. Universally self-disclosure is alive, growing relationships areof necessity characterised by opening up,revealing, and disclosing the self. The depthof disclosure rr,ay vary from person to person-Sometimes it involves sharing our deepestemotion's sr,d feelings, A.t other tiroes it issimply letting ourselves show through in th?joyous pomerrts of mutually shared projects orexperience. Exit it is axiomatic that to be'deeply known' or 'deeply understood' one mustsomehow all aw oneself to become "transparent toothers,

How is this -so-called "self-disclosure" applied her-& in Chuuk9

Self-disclosure is a very bread and ccnnp lies-ted term. Th«r<?f ore,

our group tried to -\arrov it dovm and concentrate more txn. specific

parts of it, which will be the goal we expect to reach or in other

words, our hypothesis. Our main goal here is to see whether the

Chu.ukese are less or 'nore self-disclosing.

Expressing one1^ feelings is not something easy and common in

Chunk, The people of Chxuik have different ways of expressing

themselves. One example of how Chuukese portray their feelings is

through compositions of songs, especially love songs. In any vay,

it is very hard for the Chuukese to express themselves.

Wrenn & Mend-re, (1975). Beijig: A Psychologyof Self (pp91 5- 101 > : Science Research

Association. Inc. U.S.A.

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Self-disclosure

However, there are certain places where they gather in groups and

talk, For example, in the old days and also ~n some islands

today, the Chuukese women gather at the river side to wash and

share stories. They talk about family problems, sex, problems with

themselves, and the most common is gossiping. The men, on the

other bond, gather at meeting houses, coffee shops, and exchange

stories- Other opportunities -where the Chuukese normally express

or share their feelings are during clan meetings or special

religious gathering.

These meetings are usually held before Christmas and New Year

Day, or during the last day of a family funeral. For the young,

group counseling and sharing -are other means of opening up of one's

self to other people, In this paper, we are hoping to understand

how Chxuikese express themselves besides revealing how they think

and feel out in the open, In addition, we are trying to know how

self-disclosure applies to the Ghuukese people.

In Chunk, self-disclosure is a different story. The

historical known fact in Chuuk is that normally people do not

disclose themselves because the cxilture does not really encourage

the younj ones to freely have direct confrontation with an older

individual. However, this particular aspect of the cxilture seeme to

be chatvgirv? in recent years..

As an attempt to understand the complex world of and the

decree to which the Chuukese express their feelings or innermost,

{ 3 }

Self-disclosure

our group set out. to interview the Chuxikese people at different

sites. Whil-3 it is complex to fully understand why the Chunkese

would or would not express their feelings, we hope tc at least, pose

some possible explanations.

Within ?. family's community, we are concentrating more on how

the family members communicate with one another. How open they are

with <?p.ch other, how they so about in expressing themselves and

v?h0t thf?"-7 consid'?r iwiT'ort Qjit ,

Moreover, with people who h.?ve .jobs, we want- to know how they

cowe irito coHinninicat ion vith their co-vccrkers, their bosses, and

bo'v they go about in solving the problems that they encounter. As

for those who are unemployed, ve want to know how they live their

live1? without having r-- job. ho^ the*" solve their personal problems,

and vho they seek h«?lr> and advice from. In addition, since religion

plays a very important role in Chuukese society, we were interested

to find out hov open people are vith their religious leaders.

M e thod o1o g y

Sub.lect:

The subjects wer' one hundred and seventeen Chuukese of

different level? of education, "ge, and occupation. Ox't of 11"

I'-'opIs. th^re r^er-= seventy females and fort:/ seven males. The

• (-5 )

Self-disclosure

subjects' ages range from fifteen to sixty-five1 and their levels cf

-?d Meat I on range from hi^h school to col leg'? graduate. All subjects

were asked to fill out the survey sheets or sites that v&re

randomly picked . However, during the intervie-w process **•'<? chose to

interview only those who had some ideas relevant to oar topic,

Materials:

The surveys were administered at five different high schools,

the* hospital. ""o'r'?'rrir"snt offices, at th*? post office, 'people's

home?, and or; the streets, Two types of survey sheets were used in

our survey, These survey sheets were written in English and

"huukese, but the answers were written and translated into English.

The first one was a "true" and "false" survey. The participants or

subjects vere giv^n several questions tc ans^^r based on how they

normally or would express their feelings in certain situations.

Th.s sc'Ccnd. part v^re? oy.'??n~sncic:i n;ie.>st ions which. r<?cpj,irecl short

answers, We hope that the open-ended questions will help our group

r] f±> ^ /fN pTTI \ |") f* T=.r p' v "f" "'''• '-j '~) z\ '" * "i <" ^ ^) *"' ^ ^" ^ , 11^ r' W '- T' '"1 ^~ T' X'i £* OI* ^ o 1 o t~s ^ O t Vl

f i r s t section. Most of our f ind.in.s's, t h ^ n , ar<? bss?d or c^n te r^d

c n. tii1? s 1,1 r'' e 7." s h o e t 3 .

Procedure:

Thf vhole pro jeer i^sts for about four ^ -eks. During the first

v.-eek, ve surveyed and int-ervipvced people at the hospitals, schools,

??lf-d?sclosure

government offices, stores, and of course ?n the street. The

a "''rage tin? for the survey was fc^t'- rej.nut as.

During the second week, we ccrapiled our data and drafted our

pr-^iiirtu:\r;- Dutline. Also, du.:t/vg this week not only did we draft

a written outline of our data br>t we also identified other needed

Information. Therefore, during the third week *'•*• cortinued

surveying and interviewing more people. During the fourth week, we

began the actual •-"j.-ij- .;..i. of our project.

DISCUSSION

The effect of education ir: self-disclosure

Education se?ms tc have an effect or; 70 me people*. Education has

made some people of Chunk more open* Per example, when asked if

they would speak up when, they knew they were right, <ever\ty-six

percent (76%) of the males and nineteen percent f!9%) of the

females said they -• .••::•,.; Id. On the ether hand only twenty-four

percent of the males and eighty-one percent of the females said

tt^y would net. 0-•"-•:: M , ^in--:-t ;.--nin<? percent of the females and

ninety-fear percent of the males that are educated say that when

or. i? is educated, one i.'-; lil:el" ;. . 3 become more open. For example,

when one is educated: on? learrs to be asserti\e. Therefore, when

on^- is :• ??ert i'-^ r -T;!;- is a] 30 <r; ?n --tout his feelings, (Pefer to

the charts at the b?ck- ;

'6)

Self-disclosure

S^lf-diselesure also depends on the individual. The

individual"'-; actions '-.r.d v/ords t/ovtrav one'? personality. If a

person is '?hy. then he or she is most likely to be less ?.".lf-

disclosing:. On the other hsnrt, if the person is outgo'r-.g, then he

or she will be mere self-disclosing,

The environment in which one Ijv^s also ccn.t ribute---. to the way

a:; individual reveals his or her innermost feelings. From vhat is

kri'-'-'t:, "ri';n;-- people do ;int want to disclose themselves because they

feel that if they share '-.heir reelings and thoughts to others,

other- might !auc?h and make fur of them. Sometimes ^hen they- share

their feelings to other people, they often feel betrayed, As a

result, many do not --?rt to shar-v- their feeliii^s. This x^ay, then,

they learn to be more self-conscious of what ethers might say about

them; thus, makes rcanv to keep tjhinc;?, to themselves.

Self-disclosure within the families

Based on the results of both surveys s.od interview?, it was

interesting to note the different v-ays the Cbuukese people disclose

their feelings to other people. 'e also foisnd out thbt. !:h^re were

.more fen-ales who claimed to have no problems in expressing their

fi'-liri'/s toward others. The T\::;les en the •;-•?:her- hi^id sft-?^; not to

be a-~ open to other- p^crle.

^or ir:--:;t nce, K:':hin the '/•:.•;-.-••,•§,•:• Ch-u'!":e 3;-? f-inili^? the parents

both discipline the children, Hovever, tho mother is g:t en iMcst T f

*;?••••?• "respond ibi 1 i *y of d :f .-so ipi ini^y the ohii.-1 ven - Thic' is act t c ^oy

'-)

S r » l f - d i sc losur?

the fa the r does ';ct p l@\ ar; important role . In f -set , r ~ m » f a t h e r s

•>.r-~ :,erce Lv-^-d '~T-- •vny c h i V t.-•? ri ss rcle n^dels :\<v\ s t r i c t

d i s c i p l i n p r i nr;.-. , The;: i? vhr" th-? chi ldren o f t « * n go t -.: t h* meth-rr

v-h-?r. the}- h?^ i;r~b! "•-. , b:.:' if "he c h i l d r e n •:;-/ ::;oTneJ V ~ ^ v r o n g ,

th^ m o t h e r :: s vsual l ; rbs- on- v\ ;-r s« t s t h« b l^ ;ne ,

Or the o t h e r u a rv il th? r:::lc- o - T Mif f.?tvi-?~ ;-?ems a b] . ' . i . T - . Many

fath^ 1-? c l .a im that the-y l ^ r t h e i r c h i l a r e n f r ee ly commxw- ics t * v i - h

rhe 1 ^. IJ- .T-ove-r ; *'ron ^a'-,y- v-- ; .v*9. ' r--j.ir.tv :^f \'leT. , ' he ; ^ii. :_;T> th r - t

the;' ar<? the ones vh^ do mast of the ^a lk ' i r i g and d i s c i p l i n i n g and

th f fa ther 1? cc the span!-:in? wh^n i>.e ch i ld ren do sorcethi ,:.x'

urwiccep* ^b1 e ,

In ~:;st f?.rsi l i . • . ? • - ' cases. * he ^hi ldrer . ar~ t.h---- source cf

communica t i on b-?tv,-^en th- pf t rent c , Mc-* t husbands and i ive? hs rd ly

c-ivpr--?.'1 v- i t b !..-:«? v r v : ; i h e r , Th^v or.?.:1 c omm'.- .aicate -ter. they t h i n k

i t is necessary. Somet imes the ; , do not speak to one ^noth?r u n t i l

--n.-? of *"hs- r h i l c l r v n -.ro-rif ro:;*-« o:\;? o f then, ^ i th a "-roblf-.r . In

s n o t h ^ r ra^e vhen th<? parents «»par.?.t? : the vh:i Idr?n K e c r > T n e « th?

•.:.-c -eu-.: <j;\iv V--.--a-.--!ven. the p-:"?r . s . Of1 :-- .- :! ; t [••?;•- ar? + 'h^ r- t i^ .T. '••he b-t i n^

, t h = ? pai-pnt.';- back -•-eg^r h*r. Ther* f r / r v , because chi .1 d r^r j

r : . -- : - : f ; r ib; t r - - U;- t - r ' : > - f ^ m i ' ? - - , ir^n;- Chviuk*se ;--u'8nt;?. a»-••?•

e? icoi ; raging t h e i r chi:.drer; to K . - e i - h their mind? r;ot on ly b<?oaxi?e

i "::-:••- h-lp -.ho *'a.:i" ly -1 ".r * . . o ^ e : h ^ r . u u t -sl-iO l-:^Cc-:.^e " h * y s-^-t ?

K i ~ d e:;«.T.-T-'--• '! '-• v " t : > e r -'try..'. ! :: ec: .:"*. ^el : -

T. r. *.'-.!..•-, ; • - 1 ^ ; - ; t ;•- ' ;-"o p::"r-'~?\':' i '321^' of 4. b^ f f-^.?. le s : . n i l ses'ea':'1."-

: s >

Self-disclosure

five percent (75%) of the males we surveyed said that they would

allow their childrer. t ? fr?el-.- eo nr.ini'.-s ta with tber^, When the

participants were ask--d "why do they let their childrer communicate

freely with there""; najorit;' .-.i Id the}- <-;.?nt their children tc be

more open in sharing what is bothering them and to bo able tc tell

then what their problems are. fR'?fer tc '.he charts at the baok. )

Many parents wart t? change what they feel was not done right

by their :>'.n. parents. Having seen their own children growing up,

they sometimes feel it is appropriate to change some espect? of the

cultural practices ><rhirh they tV ink 1 -; not right. ^cr example?

when they were young, they were not encouraged to voice their

opinions and hc^ they felt. Therefore, if the;- feel this w?.;r, they

now know hew their own children feel and should be more

understanding.

Self—disclosure in priesthood/clergy

People go to reveal their- innermost feelings toward the

clergy. B?ssc' on th?? inter"! ?w --tuestions, :n?;jor it- of the people

go to see the clergy members because they t.rust then for they

•represent God ^tth in the ccmnv-nity. In addition, thr-y fed more

<-.cnifortable, relaxed, and secure beca-.j:-.e Ihey feel that the priests

car. not ^o and tell other poopl-? about their problems. \r.other

reason why a priest plays an important role in a Chx;ukese person's

life is because priests tend to i.ake one'::, problems more seriously.

' 9 1

Self-disclosure

The way in which priest expresses his feelings is different from

the Kay an ?r er&gf Chuukese person ^culd express himself or

herself. Priests, most of the time express their feelings or

problems to and with other people. The purpose for sharing the

problems is to encourage other people to communicate ur share their

feelings with them.

Some people, on the other hand, would not gc and ?oe s priest.

One reason is that they might be related to each other, and the

person does not see% to be comfortable Lalk:.;ig about hi; cr her

problems to a relative, Anuther reason is that other people are

embarrassed tc t^il the priest: his or her prcblams. They feel that

the priest sight viev them differently. Fcr instance, one thinks

that If h? or she tells a priest his or her problems, the priest

?2ih?ht think of him or her as ? bad person*

Self-disclosure within employment:

Even in the business world today, the term self-expression or

s^lf-diyclosur? is also evident. Here in Micronesia, particularly

in Chunk, tb? people ho hav? average jobs tend to lower themselves

than the ones who held higher jobs. Such lowering of one's self

can be shown through one's action toward another person. For

iashonce-, if a;j cwaer of ?; abore find? ont that "comething has been

stolen or misplaced fr^m the PTcre, h? might scold his employee for

no^ ^oin^ his job in Ivckiag up the pl.ace. Ev%?:i tbcugh the

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Self-disclosure

employee was not responsible for the break-in or how much he likes

his job, he w-:uld not ?peak up because he is zfrai^ of ^peakin? up

against someone of a higher position, Therefore, thi? can lead the

&F.pl.oyee n t t\> disclose any .vf hi?/ feelings at y-11.

On the ether hand, let us f.sks » closer luok at people who

h^ld high positions end ^hose "ho work in government offices. Many

government employees claim that they can express themselves towards

someone of a higher rank if they h?d &ny ha.vd feelings or

disagreement. However, not all :"ar do that. Only a few out of the

many can do it.

However, for those who hold high positions such as deputy

directors, managers, and so on, they disclose themselves with more

eass. They oaa freely speak, criticize, .;:nd scold one another

because perhaps they have thf sare levels of employment or they are

close friends. In addition, they can easily talk to th? co-work?rs

because they feel that they hf;v? the authority to do so.

Judging fr?M the answ&rs that we received, ve art- likely to

say that most Chuukese seem tc be less self-disclosing* For

?x?j?plo; vhen they wera asksc! ab"'.it hot" they "oul:! re^ui to someone

of s higher position, ::iajority of th? subj^cts said thsk they would

nvit deal witih it. FurLhsrmor:-, It ^iv^s -.,13 the ides that they LLke

to keep their hard feeling? t.v Lh^mselve-v., Most of all, tlie

av^r.ag,? 33\'?rr.n.?ut ^..-Tkeus rather keep theiz- fee] ings to themselves

because they arc afraid of loosing their job. They feel that if

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Self-disclosure

they express their hard feelings their buss would expel them.

Self-disclosure among students:

Students also have different ways of ;-xv>rec3ing their

feelings. The most striking thing ve discover is that the students

would .go to their classmates or friends wheri they ha'-e problems,

instead of talking to their parents. The students believe that

th.-;-y canrut shf.re secrets or person-il prnblen? r- ith their

relatives, They feel uncomfortable and uncertair: if their

rela ti'/'ra will ke^p their serre;: or they would rsveel them cut in

the open that is why they rather confide ir a non-relative.

Ve .--'.Isu encounter that sr-%$ students like to share their

problems with someone of his ox her age. They believe that sharing

secrets with cr;e of their same a^e is the best because Mtat person

can relate better to their problem, If they share their personal

problems with th^i. pa vent-.3: their parents mi^ht respond

differently,

However, aany sLudents Vvo.nt to k>?-..-p their- ^roblea-i to

themselves because they believe they are responsible for their own

problems. Others feel that no body would want to b»- bothered with

their problems. Thes? people think that nobody cares abo-.it their

problems.

Oa the oth-r ha^c?. cnly few students wo\ Ir! 1 .U\3 to share thr-ir

pi obi ems. These students believe that sharing their problems will

( 12)

Self-disclosure

h-vlp themselves as \\ 71 i as the person they are sharing their

P>.--;:blerrs with. For '-xampI"?, th^ person wh':< ^hey oharc- their

problem to might ha\ e the same problems, and the sharing can help

ea>::> other to f:.r,d .? better solution to their -.>.TI problem.

Conclusion:

To osy that ?.!! "hi!,;.kese -.:a-e "Self-disclosing" in the way

that Wrenn and Men eye- defined the terra is inappropriate. One

reason is b&ca-..z?- .^a-v CVar-.ikest- tend to Tveep persons;.], issues to

themselves, They mention them only to a selected number of

ir.'!r-iduais, In wddiMon, we -31 so found * f-^w teensgers who art-

self-disclosing. These teenagers are mostly stxidents, some times a

ver.. few adults, who -\ave gorxe abroad, for education.

With what is mentioned above, we have evidence tc believe that

those KHO havr- g-ne .broad for any form of educatiori ^aerr; to b?

ffiore outgoing, assert I v-, and ?.elf -di sclcssi ng . These individuals

c.l?;l:vi th-;v v-;ould spea'-; up t:.? or against ar./or.s? if thi.-y feel they

are r.'. ghl. Many of Lhose vho participated in cur survey agreed

thtit eduvuticn itoew n: tva these ;. o-un^sters IT ore sel f-d i .?,::"!. os in. and

be able to spec-;:-- free].';, to ,.,jiv :i;•".?.

I'o've^e::-, ;.e 1 f-.: • .--clo su re also di.ff?^E accc relive, to as^ , ^e

found that th? old^; -:, perscn is, the lesser self-disclosing he is

•jio -;.^ t^ '?':• becfiu.-.? ho : s n\or^ ..-.osir-.e rT. a I iv;^:' . Thiri1; the- "oun-jer A

persen is and the nicre t::i>o?ed he i^ to the '"vestern" culture, tht

S •? 1 f - d i s e 1 o s '. i r e

more likely he is to disclose himself. For instance, vhen we

int c, rv ;.ev-:u '.he old pecpl^, -h?/ had a h>:. rd time t-?lli;:.s ua their

answers. However, the y-nmgs-teis expressed themselves withoxit any

In !,he up C .>T.iiv_: y-v^rs: \;ei;-.ac3 tlve Chuakese v:!.ll not be able

to preserve the c - u J t u - ? t.haL they have to da;. , The culture which•

wsut;' it's pf ')ple I'-;;- Ke ':'.iab'.e '-'ill s.;on dirairiish because the

younger generation is: changin.? v?hat they believe is inappropriate

t- 1 '. f to'lfly, TViv. older -;:eorl, . i/e "•;•:.• ring Iheir be^.t *o preserve

what little cf the ,"ult\«r-: tha": i? left, This is verj hard while

th^:- vour.^ ones are 'y/rbi.st it: . This mean..^ th.^t 3001; tbe older

people will die and the new generation vill be left, iyj charge, b\

then the culture K.:. 3.1 b--= m^re weltered zed . Therefore, as the years

go on and a? the culture changes; people vill start to open up and

e-vpv"?-. Lheir inrer^c •, t feelir^s- aru:; by then Wreuu's and Mencke's

definition can be fa -Me..' in Chu-k.

FEMALES

"THE TRUE AND FALSE CHART"

TRUE

1 . 41. ....... 58%

2. 33- ....... 17%

3. 26.,....,. 37%

4. 29...,,,., 41%

5. 48. ....... 68%

5- 38. ....... 54%

7, 56, ....,,. 80%

FALSE

3, 51........ 72%

9. 67. ....... 95%

10. 36. ....... 51%

21, 53........ 75%

12. 45, .,..,., 54%

13. 53........ 75%

14. 13........ SIX

1. 29......... 42%

2. 37. ........ 52%

3. 44, .., . . , , , 62%

4. U. ........ 58%

5. 22......... 31%

6. 32. . , .... - 45%

1, 14..,...,., 20%

8. 13. ........ 27%

9. 3 ......... 4X

10. .14. ........ 4S%

1 1 1 7 o*yJ.J.. L '....,,,., ij-t/O

12. 25. ,,...,,. 35%

13. 17......... 24%

14. 27....,,.., 33%

* EVALUATING CHART OF FEMALES IN THE "TRUE AND FALSE". PART OFTHE SURVEY,

TOTAL AMOUNT OF SUBJECTS: 117FEMALES =10

47(MALES)

MALES

"THE TRUE A\"D FALSE CHART"

1. 27. ....... 5r%

O c, (-, 1 .-> tv

O O 1 » O ».'•-' t i_ -i « « * • * * * t J C. A.

1 15, ,....., 31%

5, 29........ 61%

6 - 31,.,..... So"'

7. 32. ....... 68%

8. 29. ....... Sl%

9. 42, ....... 89%

10. 21 ........ -!4%

11. 36. ....... 76%

1 9 9 O K n o/i. i. » , <_> .. i • • • » • • '.> -j- /*)

13. 39, ....... 82%

11, 3-1. ....... 72%

TPJ'TT ~\L3E

* EVALUATING CHART OF MALES IN THE "TRUE ATD FALSE", PART OF THESURVEY,

TOT-XL AMOUNT '"? SUBJECT^: LITMALES: J_7

70!7EMALES'

^ -' r- \; • n I

1, 18. ...,.,, 38%

•> O p -T ?*. o/

?. 25,.,,.,.. 5?%

i A n *> •• *y4 •» i, .7 .. == » * . . * . XJ 1 >O

5. 16. ....... 24%

0. 13 ........ 26%

7 . 13 ........ 26%

8. 15, ....... 21%

9. 2, ....... 4%

10. 23.,..,.,, 48%

11 . 9. ....... 19%

12. 1" ....... 3C%

13. f....,..., 12%

14. 5. ....... 10%

OVER-ALL EVALUATING CHART

PERCENTAGE/RESULTOF ACE GROUP:

FFMALBS MALES

PERCENTAGE PERCENTAGE

31-40 14% 17%

41-5C 0% ' 8%

51-6C 1% 6%

61-ABOVE 1% ' 1%

* THIS IS A RESULT OF THE PERCENTAGE OF THE AGE GROUP IN BOTHSE::ES.

> TOTAL AMOUNT C? SUBJECTS: 11.7> TOTAL NUMBER OF MALE PARTICIPANTS: 47 —— 59%> TOTAL NUMBER O? FEMALE PARTICIPANTS: 70 —— 41%

A£E

-« r\ -i .Tj. 'i •' "" j. -v

l f i - 20

° "* _ '•' '"i

11%

T O O/' ™ -•"•.'

* 5V

* ri/•* ••'-•

43%

'? 1 f"

OVERALL EVALUATING CHARTS

PERCENTAGE/RESULTOF LEVEL OF EDUCATION

nr'.f \r jrc MAT £3

LEVEL OF E DUCAT I OX PERCENTAGE PERCENTAGE

iiLEMENTAPV SCHOOL 1% 1C%

HIGH SCHOOL S2% 47%

GRADUATE 1% 6%

PROFESSIONAL 1% . 0%

NCVE OF THE ABOVE 5% 6%

* THIS IS THE RESULT OF THE PERCENTAGE OF THE LSVEL O? EDUCATIONBOTH SEXES.

> TOTAL AMOUNT OF SUBJECTS: 11T> TOTAL NUMBER OF MALES: -17 --- 41%> TOTAL NUMBER CF FEMALES: 70 --- 59%

ND17" ' 1^ '*"nT' *vr ?n£ 2^%

-* .". S"! >" -