Estonia vs Hong Kong, China: PISA: Female 15-year-olds by science proficiency level (%). Level 4
PISA: Female 15-year-olds by science proficiency level (%). Level 4 over time
- Estonia
- Hong Kong, China
How they compare
Estonia currently reports 26.0% against 25.9% in Hong Kong, China, a difference of 0.1%.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Hong Kong, China ahead.
Estonia ranks 4th and Hong Kong, China ranks 5th of 52 countries.
Hong Kong, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Estonia | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.2% | 31.0% | 4.8% | Hong Kong, China |
| 2010s | 27.4% | 29.7% | 2.3% | Hong Kong, China |
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 4, Estonia or Hong Kong, China?
- Estonia, at 26.0% against 25.9% in Hong Kong, China as of 2018.
- What is the difference in pisa: female 15-year-olds by science proficiency level (%). level 4 between Estonia and Hong Kong, China?
- 0.1%, with Estonia ahead.
- How many years of comparable data are there for Estonia and Hong Kong, China?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Hong Kong, China rank globally for pisa: female 15-year-olds by science proficiency level (%). level 4?
- Estonia ranks 4th and Hong Kong, China ranks 5th 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 4. Statizoid refreshes it automatically from the source and publishes the full history for both places.
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About this data
Percentage of 15-year-old female students scoring higher than 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. 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/