The table presents a comparison of the number of students in two primary schools who experienced various learning difficulties in 2005 and 2015.
Overall, School A demonstrated improvement across all problem areas over the ten-year period, whereas School B experienced increases in most of the issues.
In 2005, School A had a higher number of students experiencing difficulties than School B in every category. For instance, 42 students in School A had difficulty following instructions, compared to only 6 in School B. Similarly, 30 students in School A experienced difficulty with spelling, while the number in School B was only 5. Other areas, such as listening skills and reading ability, also exhibited significantly higher figures in School A.
By 2015, School A had made considerable progress in reducing all types of learning difficulties. The number of students with difficulties in following instructions dropped sharply to 18, and the number experiencing difficulties with concentration in lessons decreased from 40 to 18. All other areas of difficulty also saw a notable decline.
In contrast, School B experienced an increase in the number of students with difficulties in most categories. Difficulties with listening skills fluctuated slightly between 11 and 12, and difficulties with reading ability rose slightly from 8 to 9. Difficulties with spelling and following instructions also increased, from 5 to 10 and from 6 to 12 respectively. (226W)