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The image presents a table with data on the percentage of children with different educational problems in two primary schools across two years, 2005 and 2015. Problem areas are divided into Reading ability, Handwriting, Spelling, Listening skills, Verbal expression of ideas, Concentration in lessons, and Following instructions. School A in 2005 shows 22% in Reading ability, 28% in Handwriting, 30% in Spelling, 35% in Listening skills, 35% in Verbal expression of ideas, 40% in Concentration in lessons, and 42% in Following instructions. School B in 2005 shows 8% in Reading ability, 7% in Handwriting, 5% in Spelling, 11% in Listening skills, 14% in Verbal expression of ideas, 15% in Concentration in lessons, and 6% in Following instructions. In 2015, School A percentages are 23% in Reading ability, 28% in Handwriting, 25% in Spelling, 20% in Listening skills, 21% in Verbal expression of ideas, 18% in Concentration in lessons, and 18% in Following instructions. In 2015, School B percentages are 9% in Reading ability, 7% in Handwriting, 10% in Spelling, 12% in Listening skills, 15% in Verbal expression of ideas, 15% in Concentration in lessons, and 12% in Following instructions.
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The table illustrates the proportion of difficulties that pupils have at school between 2005 and 2015.
Overall, students in school A mostly faced problems following instructions, whereas pupils have problems most with concentration in school B in 2005. In 2005, school A’s students did not keen on writing by hand, while in school B the pupils mostly struggled with verbal expressions and concentration.
In 2005, most students in school A confronted problems of following instructions, at 42% respectively. On the other hand, they did not feel difficulties at reading, only 22% of students were not satisfied with that. In school B, students were not keen on verbal expressions and not focusing in class, as the percentages of children with educational problems were at 14% and 15% respectively. Pupils struggled less with spelling the most, only 5% of them felt difficulties at this aspect.
In 2015, there were a lot of changes in problems that children were facing at school. School A students were now faced with the most problems in handwriting, at 28% respectively. In school B, pupils still felt difficulties with two aspects like in 2005, verbal expression and concentration in class, the proportions were at 15%. In contrast, most students did not have much difficulty in handwriting, only 7% of pupils did not prefer that. Interestingly, different from 2005, students in school A confront less problems with concentration and following constructions, only 18% respectively.
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