Japan vs South Korea: PISA: Female 15-year-olds by mathematics proficiency level (%). Level
PISA: Female 15-year-olds by mathematics proficiency level (%). Level over time
- Japan
- South Korea
How they compare
South Korea currently reports 14.1% against 12.3% in Japan, a difference of 1.8%.
That makes South Korea's figure about 1.1 times Japan's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Japan ahead.
Japan ranks 5th and South Korea ranks 3rd of 53 countries.
South Korea has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Japan | South Korea | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13.0% | 15.8% | 2.7% | South Korea |
| 2010s | 13.2% | 15.4% | 2.2% | South Korea |
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, Japan or South Korea?
- South Korea, at 14.1% against 12.3% in Japan as of 2018.
- What is the difference in pisa: female 15-year-olds by mathematics proficiency level (%). level between Japan and South Korea?
- 1.8%, with South Korea ahead.
- How many years of comparable data are there for Japan and South Korea?
- 6 years are reported by both, from 2003 to 2018.
- How do Japan and South Korea rank globally for pisa: female 15-year-olds by mathematics proficiency level (%). level?
- Japan ranks 5th and South Korea ranks 3rd 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 5. 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 607 but lower than or equal to 669 on the PISA mathematics scale. At Level 5, students can develop and work with models for complex situations, identifying constraints and specifying assumptions. They can select, compare, and evaluate appropriate problem-solving strategies for dealing with complex problems related to these models. Students at this level can work strategically using broad, well-developed thinking and reasoning skills, appropriate linked representations, symbolic and formal characterizations, and insight pertaining to these situations. They begin to reflect on their work and can formulate and communicate their interpretations and reasoning. 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/