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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 illustrates the challenges encountered by children in two primary schools in 2005 and 2015.
Overall, school A had a higher percentage of students facing educational difficulties compared to school B. The prevalence of problems decreased in school A but increased in school B over the specified period.
In the year 2005, school A had notably higher percentages of students experiencing issues in all categories compared to school B. For instance, 42% of students in school A had trouble following instructions, while the same issue affected only 6% of students in school B. Additionally, the range of problems faced by students in school A varied from 22% to 40%, whereas in school B, the percentages fluctuated between 5% and 15%.
Between 2005 and 2015, the proportion of students encountering challenges in concentrating during lessons and following instructions at school A saw a significant decrease to approximately 18%. Moreover, a decline was observed in the percentages of students grappling with other educational hindrances at school A. In contrast, at school B, there was a twofold increase in the prevalence of spelling and following instruction difficulties to around 10% and 12% respectively, with the other educational problems showing no change in percentages.
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