Estonia, Republic of vs Japan: PISA: 15-year-olds by science proficiency level (%). Level 1A
PISA: 15-year-olds by science proficiency level (%). Level 1A over time
- Estonia, Republic of
- Japan
How they compare
Japan currently reports 8.9% against 7.5% in Estonia, Republic of, a difference of 1.4%.
That makes Japan's figure about 1.2 times Estonia, Republic of's.
Across all 5 years both countries report, Japan has been ahead every year.
Estonia, Republic of ranks 51st and Japan ranks 50th of 52 countries.
Japan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia, Republic of | Japan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 6.9% | 8.2% | 1.3% | Japan |
| 2010s | 6.5% | 7.7% | 1.2% | Japan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: 15-year-olds by science proficiency level (%). level 1a, Estonia, Republic of or Japan?
- Japan, at 8.9% against 7.5% in Estonia, Republic of as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 1a between Estonia, Republic of and Japan?
- 1.4%, with Japan ahead.
- How many years of comparable data are there for Estonia, Republic of and Japan?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia, Republic of and Japan rank globally for pisa: 15-year-olds by science proficiency level (%). level 1a?
- Estonia, Republic of ranks 51st and Japan ranks 50th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: 15-year-olds by science proficiency level (%). Level 1A. 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 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/