Hungary vs Thailand: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Hungary
- Thailand
How they compare
Hungary currently reports 22.9% against 22.6% in Thailand, a difference of 0.3%.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Thailand ahead.
Hungary ranks 18th and Thailand ranks 20th of 53 countries.
Thailand has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hungary | Thailand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.1% | 25.2% | 2.2% | Thailand |
| 2010s | 23.4% | 24.4% | 1.0% | Thailand |
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, Hungary or Thailand?
- Hungary, at 22.9% against 22.6% in Thailand as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 2 between Hungary and Thailand?
- 0.3%, with Hungary ahead.
- How many years of comparable data are there for Hungary and Thailand?
- 6 years are reported by both, from 2003 to 2018.
- How do Hungary and Thailand rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 2?
- Hungary ranks 18th and Thailand ranks 20th 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.
Individual pages
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/