The table illustrates data on the proportion of kids in school A and school B with educational difficulties between 2005 and 2015.
Overall, there was a significant difference in both schools from 2005 to 2015, including the increase and decrease or stabilization, with school A generally witnessing a tangible downward trend and much larger figures, while school B being recorded a reverse trend, suggesting that the policy for learning improvements have been boosted more in school A during this decade-long period.
In 2005, listening skills, verbal expression of ideas, and concentration in lessons were the three most alarming conundrums in both schools, with the respective figures being 35%, 35%, 40% in school A and 11%, 14%, and 15% in school B. Also, while following instructions was the most problematic learning issue in school A, its counterpart recorded just 6% students facing this predicament. Finally, while the proportion of students who had to confront issues related to reading ability, handwriting, and spelling in school A ranged from 22% to 30%, only 5% to 8% that of school B reported to did so.
On the other hand, ten years later, while school B experienced minimal changes, school B was recorded to manage these learning difficulties utmost effectively. As for school A, the most challenging issues were reduced to be from 18% to 21% regarding concentration in lessons, following instructions, listening skills challenges, and verbal expression of ideas, but that of school B relatively remained the same, with the figures being from 12 to 15%. The three remaining obstacles, including reading ability, handwriting, and spelling in school A saw less dramatic changes (23%, 28%, 25%), with the figures being an almost two-fold increase compared to school B (9%, 7%, 10%).