Macao vs Tunisia: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Macao
- Tunisia
How they compare
Tunisia currently reports 15.6% against 12.1% in Macao, a difference of 3.5%.
That makes Tunisia's figure about 1.3 times Macao's.
The two have swapped places 1 time across 5 shared years of data; in 2003 it was Macao ahead.
Macao ranks 53rd and Tunisia ranks 51st of 53 countries.
Across the 2 decades both report, Macao averaged higher in 1 and Tunisia in 1.
Head to head by decade
| Decade | Macao | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 21.6% | 15.6% | 6.0% | Macao |
| 2010s | 15.9% | 17.5% | 1.6% | Tunisia |
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, Macao or Tunisia?
- Tunisia, at 15.6% against 12.1% in Macao as of 2015.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Macao and Tunisia?
- 3.5%, with Tunisia ahead.
- How many years of comparable data are there for Macao and Tunisia?
- 5 years are reported by both, from 2003 to 2015.
- How do Macao and Tunisia rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Macao ranks 53rd and Tunisia ranks 51st 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/