The pie charts illustrate the distribution among three kinds of learning methods that students in three countries A, B, and C opted for from 2010 to 2015.
Overall, while there were decreases in the percentage of students engaging in evening classes, consistently becoming the dominant learning method over the period shown, especially in Country C; the opposite trend was true when looking at the figure for online classes. Meanwhile studying abroad showed a more varying pattern across all nations. Notably, country B experienced the most pronounced disparity among three mentioned learning approaches.
Regarding the participation in evening classes, students in country C tended to take part in evening classes the most, with 94%, followed by Country B and A, with 72% and 70%, respectively. These countries, however, all experienced downward trajectories throughout, with country C and B sharply declining to 82% and 48% in that order, whereas the figure for country A slightly decreased by three percentage points after 5 years.
As for online learning, all three countries experienced significant increases throughout the period shown, with the figure for country A doubling to 10% in 2015, that for country B quadrupling to 32%, and that for country C increasing more than twofold to 15%. Turning to studying abroad, the figure for country A started at 25% in 2010 and then fell marginally to 23% after five years. By contrast, the proportion of students learning overseas in country B remained unchanged over the five-year period, while that for country C slightly grew to 3% in 2015 after initially standing at 0%.