The table illustrates seven different educational issues that pupils challenged in primary schools A and B between 2005 and 2015. It is measured in percentage.
Overall, it is apparent that the percentage of each problem areas, school A was far more higher than school B in 2005, while in 2015 in some areas, school A and B had similar percentages.
In this 10-year period, the majority of issues in school A decreased. To begin with, starting at 22% in 2005, reading ability was the only one that increased among the seven areas, by 23% in 2015. Like school A, reading ability increased by 1% in school B throughout the timeframe. Next, spelling started at 30% in the initial year and declined by one in twenty in 2015, unlike school B, started at 5% then, rose to double the amount (10%) in 2015. In a similar situation in following instructions, school A from 42% dropped to 18%, which was more than a double, whereas school B climbed a double from 6% to 12% during the 10-year period.
There are some issues that school A decreased significantly, but school B had few grow. Listening skills and verbal expression of ideas in school A both started just over a third in 2005 and then went down to around 20%. School B, however, rose 1% in both areas throughout the timeframe. Following that, concentration in lessons in school A began at 40% and decreased sharply by 18% in 2015, while school B remained at the same level. Lastly, handwriting in both schools stayed at the same percentage in 2005 and 2015.