The table compares the proportions of childers who experienced seven different educational problems in the year 2005 and 2015.
It is noticeacble that school A had higher proportions of children with all seven educational difficuties in both years. In addition, there was a decline in the educational problems in the school A. However, the opposite trend can be seen in the percentage of the school B.
In 2005, the biggest problem faced by children in school A were concentration in lessons and following in lessons, at 40% and 42% respectively. Moreover, only 22% of students had difficuties with reading ability. Similarly, between 30% and 40% of children in school A had problems in spelling, listening and verbal expression of ideas. In school B, concentration in lessons was the most popular concern, which stood at 15%. It was followed by the percentage of verbal expression of ideas and listening, at 14% and 11%. Additionally, the remaining aspects, namely spelling, handwriting and following instructions, fluctuated around 5% to 7%.
In 2015, school A witnessed a significant decrease in almost of problems. The number of pupils encountered by following instructions from 42% to 18% while the figure for handwriting did not change at 28%. Notably, there was a sharp decline in thr propotion of children with difficult educational problems. Following instructions was double its percentage in 2015, 12%. Meanwhile, the proportion of handwriting unchaged and finally the figure for children who struggled with verbal expression of ideas and concentration in lessons were the same, at 15%.