The table provides information about the percentage of children having different educational issues in two primary schools between 2005 and 2015.
Overall. there was a larger proportion of children in school B who faced educational problems after this decade-long period; whereas, a lot of improvements were witnessed regarding students in school A. Notably, the rate of children having educational issues in school A was higher than the figure for school B in the whole period.
In 2005, listening skills, verbal expression of ideas and concentration in lessons were the most three common educational issues that children in both schools experienced, ranging form 35% to 40% in school A and 11% to 15% in school B. While the rate of students having problems in following instructions was highest with nearly a half of all students in school A , the figure for B was only 6%. Moreover, children with reading , handwriting and spelling issues were smaller, with a range of 22% to 30% in school A and under 10% of students in school B.
In 2015, there was a considerable reduction in the figure for pupils facing such educational difficulties in school A, while the figure for school B was remained unchanged. Specifically, the numbers of children with spelling, listening, verbal expressing, lesson focussing issues and the lack of ability to follow instructions in school A were alleviated significantly, ranging from 18% to 25%.
