The table depicts various obstacles hindering children’s learning in two primary schools in 2005 and 2015.
Overall, school A exhibited a more significant effort in mitigating the problems despite the remarkably higher figures compared to school B.
The most common issues in school A in 2005 were concentrating in lessons and following instructions, with the rates of 40% and 42% of children. However, school A had made a concerted effort to address the problems, reducing the proportion by over a half. In contrast, although these problems were less severe in school B, a twofold increase was witnessed in the figure of those who did not follow instructions (from 6% to 12%), while no improvements were observed in the data for students with attention issues over the decade.
In 2005, around a quarter of students in school A struggled with reading, tripling the percentage in school B (8%) with little enhancement by 2015. Meanwhile, the statistics for children grappling with listening comprehension and verbal expression of ideas in school A shared an identical number (35%), while those in school B were significantly lower, only by about a third. By 2015, there were notable improvements in these areas for school A, with a marked decline of about 10% of children, whereas a marginal rise of 1% was seen in the data of school B. Impediments with handwriting and spelling persisted until 2015, affecting 28% and 30% of students in school A, and 7% and 10% of those in school B, respectively.