Estonia vs Republic of Korea: PISA: Female 15-year-olds by science proficiency level (%). Level 2
PISA: Female 15-year-olds by science proficiency level (%). Level 2 over time
- Estonia
- Republic of Korea
How they compare
Republic of Korea currently reports 21.3% against 21.0% in Estonia, a difference of 0.3%.
The two have swapped places 2 times across 5 shared years of data; in 2006 it was Republic of Korea ahead.
Estonia ranks 48th and Republic of Korea ranks 47th of 52 countries.
Across the 2 decades both report, Estonia averaged higher in 1 and Republic of Korea in 1.
Head to head by decade
| Decade | Estonia | Republic of Korea | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20.9% | 19.7% | 1.2% | Estonia |
| 2010s | 20.4% | 20.6% | 0.2% | Republic of Korea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: female 15-year-olds by science proficiency level (%). level 2, Estonia or Republic of Korea?
- Republic of Korea, at 21.3% against 21.0% in Estonia as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 2 between Estonia and Republic of Korea?
- 0.3%, with Republic of Korea ahead.
- How many years of comparable data are there for Estonia and Republic of Korea?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Republic of Korea rank globally for pisa: female 15-year-olds by science proficiency level (%). level 2?
- Estonia ranks 48th and Republic of Korea ranks 47th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Female 15-year-olds by science 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 410 but less than or equal to 484 on the PISA science scale. At Level 2, students are able to draw on everyday content knowledge and basic procedural knowledge to identify an appropriate scientific explanation, interpret data, and identify the question being addressed in a simple experimental design. They can use basic or everyday scientific knowledge to identify a valid conclusion from a simple data set. Level 2 students demonstrate basic epistemic knowledge by being able to identify questions that can be investigated scientifically. 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/