The table demonstrates the data of two primary schools about their proportion of students struggling with 7 different learning skills in one decade from 2005 to 2015.
Overall, the number of children who had these problems in school A was much more significant than their counterparts in school B. While the percentage of school B in most skills declined or unchanged, the opposition was recorded in school A.
Regarding the statistics of school A, it was noticeable that nearly half of total children had problems with concentration in lectures and following instructions, which declined significantly to 18% for both in 2015. Similarly but to a lower extent, 35% was reported to be the rate of listening skill and verbal expression of ideas in the former year and reduced to 21% and 20% respectively. In contrast, a negligible increase was witnessed in the figure of reading skills, only 1% from 22% to 23%. Additionally, both years experienced a stable proportion in handwriting, standing at 28%, consequently became the most popular educational concern in the final year.
In terms of the details of school B, verbal expression of ideas and concentration ability were the biggest problem in 2015, representing 15%. Conversely, the number of children facing handwriting skill was the lowest in the same year, accounting for only 7%. A slight growth was observed in both reading and listening issues, rising by 1% which led to 9% and 12%, in turn. Similarly, the rate of spelling and following instructions doubled to 10% and 12% in 2015, respectively.