The given table represents the problems students encountered in two elementary schools in 2005 and 2015.
Overall, the figures between two years seem to have opposite trends. Children in school A tended to face more problems than their counterparts in school B. Moreover, lack of concentration during lectures was evidently the most common problem in 2005, while a decade later witnessed a shift to bad handwriting and spelling.
A closer look reveals that, in 2005, difficulties among students in school A in following instruction constituted for 42%, surpassing the runner-up, concentration by 2% and doubling that of reading difficulty. The proportions of students who had a hard time listening and verbally express their ideas were equal, at 35%. 58% of children had bad handwriting and hardship of spelling. School B did not have as much problems. The percentages of pupils unable to properly spell, follow instructions, handwrite, and read were 5%, 6%, 7%, and 8%, respectively. Incapability of focusing account for the most, at 15%, outstripping verbal expression by a mere 1% and listening skills by 4%.
As we progress to 2015, it is quite clear that the proportions of students facing difficulties in school A dropped considerably. Most notable is a nearly threefold decline in concentration and following instruction difficulties. Listening and verbally expressing hardship witnessed a drop by 15%. Reading difficulty and handwriting were the only two that remained unchanged in both schools after a decade, and those with spelling inability witnessed a drop by 5%. Interestingly, a significant proportion of pupils in school B stayed the same, specifically students with hardship in reading, handwriting, listening, speaking, and concentrating, while the rest doubled.