Jordan vs Lithuania: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Jordan
- Lithuania
How they compare
Lithuania currently reports 25.1% against 25.0% in Jordan, a difference of 0.1%.
Across all 5 years both countries report, Lithuania has been ahead every year.
Jordan ranks 19th and Lithuania ranks 17th of 53 countries.
Lithuania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Jordan | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.8% | 25.6% | 2.9% | Lithuania |
| 2010s | 23.9% | 26.7% | 2.8% | Lithuania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by mathematics proficiency level (%). level, Jordan or Lithuania?
- Lithuania, at 25.1% against 25.0% in Jordan as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Jordan and Lithuania?
- 0.1%, with Lithuania ahead.
- How many years of comparable data are there for Jordan and Lithuania?
- 5 years are reported by both, from 2006 to 2018.
- How do Jordan and Lithuania rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Jordan ranks 19th and Lithuania ranks 17th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 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 female 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/