Hong Kong, China vs Tunisia: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Hong Kong, China
- Tunisia
How they compare
Tunisia currently reports 17.3% against 14.1% in Hong Kong, China, a difference of 3.2%.
That makes Tunisia's figure about 1.2 times Hong Kong, China's.
Across all 5 years both countries report, Tunisia has been ahead every year.
Hong Kong, China ranks 52nd and Tunisia ranks 50th of 53 countries.
Tunisia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.8% | 17.8% | 5.0% | Tunisia |
| 2010s | 12.7% | 20.3% | 7.6% | Tunisia |
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 2, Hong Kong, China or Tunisia?
- Tunisia, at 17.3% against 14.1% in Hong Kong, China as of 2015.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 2 between Hong Kong, China and Tunisia?
- 3.2%, with Tunisia ahead.
- How many years of comparable data are there for Hong Kong, China and Tunisia?
- 5 years are reported by both, from 2003 to 2015.
- How do Hong Kong, China and Tunisia rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 2?
- Hong Kong, China ranks 52nd and Tunisia ranks 50th 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 2. 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 male 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/