The table gives information about proportion of children who encountered certain problems in different primary schools from 2005 to 2015.
In general, it is clear that children in school A had more problems than children in school B in both years particularly, following instructions and concentrating in lessons saw the largest proportions in 2005.
Looking at the table in school A, reading ability had almost no change during the 10 years, as well as handwriting demonstrated a stable percentage. However, spelling witnessed a slight decrease from 30-25% in 2015. Similarly, listening skills and verbal communications accounted for a decline about 10%. In addition, other problem areas such as concentration in lesson and the ability of following instructions experienced substantial fall from 42 to 18 respectively.
The problems in school B, on the other hand, saw a miner growth throughout of the year. The problem for ability of reading increased to 1% over the next 10 years. Despite, no changing in handwriting with 7%, other problems such as spelling rose from 5 to 10%. Listening skills and verbal expressions of ideas increased only 1 to 2 percent while following instructions doubled during the 10 years. However, Concentration in lessons stayed the same with 15%.