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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 proportions of students at two primary schools who faced seven distinct educational challenges in 2005 and 2015.
To sum up, School A had a larger share of children experiencing all seven educational challenges in both years. In addition, while School A reduced the number of most issues from 2005 to 2015, School B faced an overall increase in the percentage of struggling children.
In detail, in 2005, 42% of pupils at school A had trouble following instructions, compared to just 6% of those at school B. Likewise, between 30% and 40% of students at school A faced challenges in spelling, listening, verbal expression, and concentration during lessons, while the corresponding figures for school B were between 5% and 15%.
In 2015, the disparity between the two schools became less significant. Notably, the percentage of children at school A who had difficulty following instructions decreased by 24%, along with reductions of 22%, 15%, 14%, and 5% in issues related to concentration, listening, verbal expression, and spelling. In contrast, the percentage of children at school B struggling with spelling and following instructions doubled to 10% and 12%, respectively, while there was little change in the rates of listening, verbal, or concentration difficulties.
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