Ireland vs Lithuania: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 2 over time
- Ireland
- Lithuania
How they compare
Ireland currently reports 23.6% against 23.3% in Lithuania, a difference of 0.3%.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Lithuania ahead.
Ireland ranks 11th and Lithuania ranks 13th of 53 countries.
Lithuania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ireland | Lithuania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.9% | 25.5% | 2.6% | Lithuania |
| 2010s | 22.3% | 24.3% | 2.0% | Lithuania |
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, Ireland or Lithuania?
- Ireland, at 23.6% against 23.3% in Lithuania as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 2 between Ireland and Lithuania?
- 0.3%, with Ireland ahead.
- How many years of comparable data are there for Ireland and Lithuania?
- 5 years are reported by both, from 2006 to 2018.
- How do Ireland and Lithuania rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 2?
- Ireland ranks 11th and Lithuania ranks 13th 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/