The table showcases a comparison between the 2 different data sets. The first data set is from 2005, which visuallises a comparison between two schools and the number students facing certain challenges in each school. Similarly, the second data set depicts the same comparison, but in 2015. The problem areas include: Reading ability, handwriting, spelling, listening skills, verbal expression of ideas, concentration in lessons, following instructions.
Overall, the number of students facing difficulties was consistently higher in School A than in School B in both years. In 2005, School A showed particularly high figures in areas such as following instructions and concentration in lessons, with 42 and 40 students respectively, while the corresponding figures for School B were significantly lower.
Reading ability remained fairly similar over time, with only a slight increase in both schools by 2015. Handwriting problems showed no change in either school, staying at 28 in School A and 7 in School B across the ten-year period.
In contrast, several problem areas in School A showed a noticeable decline by 2015. Difficulties related to spelling, listening skills, verbal expression of ideas, concentration in lessons, and following instructions all decreased considerably. For example, the number of students struggling with following instructions in School A fell from 42 to 18.
Meanwhile, School B experienced a gradual increase in most problem areas over the same period. Spelling, verbal expression of ideas, and following instructions all rose slightly, although the figures in 2015 still remained much lower than those recorded in School A.