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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.
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The table depicts the information about the children suffered in the two primary schools in the year 2005 and 2015.
Overall, in the school A the children had problems in concentration in lessions and following instructions in previous year. But in the next year it has been decreased in both problems.
In terms of , reading ability in school A it has 22% in 2005 and increase by 1% in the year 2015. In handwriting there wasn’t any increments in both year it has 28%. Likewise, in listening skills and verbal expression of ideas it has same proportion of 35% in 2005 and decrease by 20% and 21%. Moreover, the percentage of pupils who had problems in concentration in lessions and following instructions were 40% and 42 % but it had the highest number
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