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The image shows a table detailing percentage of children with different educational problems in two primary schools for the years 2005 and 2015; in 2005, School A had these percentages: Reading ability 22, Handwriting 28, Spelling 30, Listening skills 35, Verbal expression of ideas 45, Concentration in lessons 40, Following instructions 42; School B had these percentages: Reading ability 8, Handwriting 20, Spelling 5, Listening skills 11, Verbal expression of ideas 14, Concentration in lessons 15, Following instructions 16; in 2015, School A had these percentages: Reading ability 23, Handwriting 28, Spelling 25, Listening skills 25, Verbal expression of ideas 21, Concentration in lessons 18, Following instructions 18; School B had these percentages: Reading ability 9, Handwriting 7, Spelling 10, Listening skills 15, Verbal expression of ideas 12, Concentration in lessons 15, Following instructions 12.
Given the complexity of the image, the above description may not be entirely accurate.
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The table below illustrates the proportion of children with non-similar educational problems in two primary schools (School A and School B) between the years 2005 and 2015.
Overall, it is clear that school A had lots of problems with higher proportion of students than school B and many pupil in school A had more difficulties in following the instructions and concentration skills like school B.
In 2005, most of school children in school A have had challenges in following the instructions which revealed 42 per cent when only 6 per cent of student in school B had this problem and after 10 years this numbers where picked down in school A to 18 % while don’t chsnged in school B. Moreover, the consertration in lessons was very complicated for class A with 40 % and with 15 % in Class B and this abilities were reduced in Class A to 18 and do not changed in class B.
Listening skills and verbal expression of ideas had got similar percent of student with this problems and in school A it indicated 35% and in class B it was 14 % and in 2015 In school A these numbers decreased to 15%. Additionally, reading, handwriting and spelling abilities in both years revealed the same percentages in both schools.
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