Hong Kong vs Tunisia: PISA: 15-year-olds by mathematics proficiency level (%). Level 2
PISA: 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Hong Kong
- Tunisia
How they compare
Tunisia currently reports 16.4% against 13.5% in Hong Kong, a difference of 2.9%.
That makes Tunisia's figure about 1.2 times Hong Kong's.
Across all 5 years both countries report, Tunisia has been ahead every year.
Hong Kong ranks 52nd and Tunisia ranks 51st of 53 countries.
Tunisia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hong Kong | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13.9% | 16.6% | 2.8% | Tunisia |
| 2010s | 12.8% | 18.8% | 6.0% | Tunisia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by mathematics proficiency level (%). level 2, Hong Kong or Tunisia?
- Tunisia, at 16.4% against 13.5% in Hong Kong as of 2015.
- What is the difference in pisa: 15-year-olds by mathematics proficiency level (%). level 2 between Hong Kong and Tunisia?
- 2.9%, with Tunisia ahead.
- How many years of comparable data are there for Hong Kong and Tunisia?
- 5 years are reported by both, from 2003 to 2015.
- How do Hong Kong and Tunisia rank globally for pisa: 15-year-olds by mathematics proficiency level (%). level 2?
- Hong Kong ranks 52nd and Tunisia ranks 51st of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by mathematics proficiency level (%). Level 2. Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Percentage of 15-year-old students scoring higher than 420 but lower than or equal to 482 points on the PISA mathematics scale. At Level 2, students can interpret and recognize situations in contexts that require no more than direct inference. They can extract relevant information from a single source and make use of a single representational mode. Students at this level can employ basic algorithms, formulae, procedures, or conventions to solve problems involving whole numbers. They are capable of making literal interpretations of the results. Data reflects country performance in the stated year according to PISA reports, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/