Denmark vs Republic of Korea: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1 over time
- Denmark
- Republic of Korea
How they compare
Denmark currently reports 10.7% against 10.0% in Republic of Korea, a difference of 0.7%.
That makes Denmark's figure about 1.1 times Republic of Korea's.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Denmark ahead.
Denmark ranks 48th and Republic of Korea ranks 49th of 53 countries.
Denmark has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Denmark | Republic of Korea | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9.7% | 6.4% | 3.3% | Denmark |
| 2010s | 10.6% | 9.1% | 1.5% | Denmark |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: male 15-year-olds by mathematics proficiency level (%). level 1, Denmark or Republic of Korea?
- Denmark, at 10.7% against 10.0% in Republic of Korea as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 1 between Denmark and Republic of Korea?
- 0.7%, with Denmark ahead.
- How many years of comparable data are there for Denmark and Republic of Korea?
- 6 years are reported by both, from 2003 to 2018.
- How do Denmark and Republic of Korea rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 1?
- Denmark ranks 48th and Republic of Korea ranks 49th of 53 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Male 15-year-olds by mathematics proficiency level (%). Level 1. 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 male students scoring higher than 358 but lower than or equal to 420 points on the PISA mathematics scale. At Level 1, students can answer questions involving familiar contexts where all relevant information is present and the questions are clearly defined. They are able to identify information and to carry out routine procedures according to direct instructions in explicit situations. They can perform actions that are almost always obvious and follow immediately from the given stimuli. 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/