Finland vs Korea, Republic of: PISA: 15-year-olds by science proficiency level (%). Level 1A
PISA: 15-year-olds by science proficiency level (%). Level 1A over time
- Finland
- Korea, Republic of
How they compare
Korea, Republic of currently reports 10.6% against 9.7% in Finland, a difference of 0.9%.
That makes Korea, Republic of's figure about 1.1 times Finland's.
The two have swapped places 2 times across 5 shared years of data; in 2006 it was Korea, Republic of ahead.
Finland ranks 48th and Korea, Republic of ranks 46th of 52 countries.
Korea, Republic of has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Finland | Korea, Republic of | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4.2% | 7.0% | 2.7% | Korea, Republic of |
| 2010s | 8.2% | 9.1% | 0.9% | Korea, Republic of |
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, Finland or Korea, Republic of?
- Korea, Republic of, at 10.6% against 9.7% in Finland as of 2018.
- What is the difference in pisa: 15-year-olds by science proficiency level (%). level 1a between Finland and Korea, Republic of?
- 0.9%, with Korea, Republic of ahead.
- How many years of comparable data are there for Finland and Korea, Republic of?
- 5 years are reported by both, from 2006 to 2018.
- How do Finland and Korea, Republic of rank globally for pisa: 15-year-olds by science proficiency level (%). level 1a?
- Finland ranks 48th and Korea, Republic of ranks 46th 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/