The table depicts the issues encountered by students in the years 2005 and 2015 in two primary schools. There are seven different areas of weakness considered to make a comparison between the two schools’ students.
Overall, it is noticeable that the students of School A were facing more hurdles compared to School B. However, the percentage of children from School A who faced difficulty in various areas in 2005 either dramatically reduced or remained stable in some categories in the year 2015.
Looking at the information in more detail, 22% of students from School A faced issue with reading in the year 2005, which increased by 1% in 2015. In contrast, only 8% of children in the same category from School B encountered this issue in 2005, and it also increased by 1% in the next evaluation (2015). For handwriting, the percentage of students was the same for both the years 2005 and 2015, 28% and 7% respectively. Spelling issues were encountered in 30% of the children from School A in 2005, which reduced to 25% in the year 2015. Whereas in 2005, only 5% of students faced spelling issues from School B, which had doubled in 2015.
Going forward with the major problem areas, only 11% of students in 2005 and 12% of students in the year 2015 were lacking in listening skills from School B. Whereas, 35% (2005) and 20% (2015) of students were facing the same issue from School A. In 2005, only 14% of students were uncomfortable with the verbal expression of ideas from School B, while for the same category, students’ percentage increased to 35% in the year 2005.