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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 provides data on the prevalence of seven educational problems faced by children in two primary schools, School A and School B, in the years 2005 and 2015. A clear contrast emerges between the two schools, with School A demonstrating a notable decrease in the percentage of students experiencing these problems, while School B shows an overall increase.
In 2005, School A exhibited significantly higher percentages of students facing educational challenges compared to School B. Listening skills, verbal expression of ideas, and concentration in lessons were the most common problems in both schools, with figures ranging from 35% to 40% in School A and 11% to 15% in School B. School A, however, had a significantly higher percentage of children struggling with following instructions (42%) compared to School B (6%).
By 2015, a significant shift in the trend was observed. School A witnessed a substantial decrease in the percentage of students experiencing problems in the areas of listening, verbal expression, concentration, and following instructions, with figures ranging from 18% to 21%. Conversely, School B experienced an increase in these areas, with percentages ranging from 12% to 15%. The remaining problem areas, including reading ability, handwriting, and spelling, remained relatively stable in both schools, with percentages ranging from 23% to 28% in School A and 7% to 10% in School B.
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