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The image presents a table with data on the percentage of children with different educational problems in two primary schools across two years, 2005 and 2015. Problem areas are divided into Reading ability, Handwriting, Spelling, Listening skills, Verbal expression of ideas, Concentration in lessons, and Following instructions. School A in 2005 shows 22% in Reading ability, 28% in Handwriting, 30% in Spelling, 35% in Listening skills, 35% in Verbal expression of ideas, 40% in Concentration in lessons, and 42% in Following instructions. School B in 2005 shows 8% in Reading ability, 7% in Handwriting, 5% in Spelling, 11% in Listening skills, 14% in Verbal expression of ideas, 15% in Concentration in lessons, and 6% in Following instructions. In 2015, School A percentages are 23% in Reading ability, 28% in Handwriting, 25% in Spelling, 20% in Listening skills, 21% in Verbal expression of ideas, 18% in Concentration in lessons, and 18% in Following instructions. In 2015, School B percentages are 9% in Reading ability, 7% in Handwriting, 10% in Spelling, 12% in Listening skills, 15% in Verbal expression of ideas, 15% in Concentration in lessons, and 12% in Following instructions.
Given the complexity of the image, the above description may not be entirely accurate.
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The given diagram illustrates the data concerning several issues that students in two primary schools had in 2 different years 2005 and 2015
Overall, the percentage of school A’s students having troubles is higher than that of school B’s students. Moreover, following instructions is the problem that almost half of the students in school A in 2005 had and spelling accounted for the least percentage in school B in 2015.
In school A, the figure for areas such as Spelling, listening skills, Verbal expression of ideas, concentration in lessons and following instructions saw a decrease over the period. Meanwhile, the percentage of students who had difficult in handwriting remained intact at 28% and reading ability’s trend only went up by 1% from 22%
In school B, there were a twofold increase in the number of students who had to deal with spelling and following instructions, from 5% and 6% respectively. However, the other proportions between 2005 and 2015 were relatively the same.
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