The table presents the proportion of students experiencing various learning difficulties in two primary schools, School A and School B, during the years 2005 and 2015.
Overall, School A exhibited significantly higher levels of educational problems compared to School B in both years. However, while School A saw remarkable improvements across most categories over the decade, the figures for School B remained consistently low, with only slight increases in a few categories.
In 2005, the most prevalent issues in School A were difficulties in following instructions and maintaining concentration, which affected 42 percent and 40 percent of students, respectively. By 2015, these problems saw dramatic declines, with both dropping to 18 percent. Additionally, listening skills and verbal expression also showed substantial improvement, as the former decreased from 35 to 20 percent and the latter from 35 to 21 percent. In contrast, no substantial change was recorded in reading ability and handwriting,which remained virtually unchanged around 22 to 23 percent and 28 percent, respectively.
On the other hand, School B experienced relatively minor fluctuations. In 2005, the highest proportion of students struggling in any area was 15 percent, which remained consistent in 2015. Certain issues, such as spelling and following instructions, showed moderate increases—rising from 5 to 10 percent and from 6 to 12 percent, respectively. Nevertheless, most categories exhibited only slight variations, indicating consistently stable pattern over time.