BY: HARDEN LELET WILFORD KALSOL VAYVE .VEND TOLA JK, … · 2005. 12. 12. · town study project...
Transcript of BY: HARDEN LELET WILFORD KALSOL VAYVE .VEND TOLA JK, … · 2005. 12. 12. · town study project...
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,
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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
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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- ;
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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.
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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
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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"! >" -