Greece vs Republic of Korea: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3 over time
- Greece
- Republic of Korea
How they compare
Republic of Korea currently reports 22.0% against 21.4% in Greece, a difference of 0.6%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Republic of Korea ahead.
Greece ranks 35th and Republic of Korea ranks 34th of 53 countries.
Across the 2 decades both report, Greece averaged higher in 1 and Republic of Korea in 1.
Head to head by decade
| Decade | Greece | Republic of Korea | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.5% | 22.6% | 0.2% | Republic of Korea |
| 2010s | 22.0% | 21.2% | 0.8% | Greece |
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 3, Greece or Republic of Korea?
- Republic of Korea, at 22.0% against 21.4% in Greece as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 3 between Greece and Republic of Korea?
- 0.6%, with Republic of Korea ahead.
- How many years of comparable data are there for Greece and Republic of Korea?
- 6 years are reported by both, from 2003 to 2018.
- How do Greece and Republic of Korea rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 3?
- Greece ranks 35th and Republic of Korea ranks 34th 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 3. 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 482 but lower than or equal to 545 points on the PISA mathematics scale. At Level 3, students can execute clearly described procedures, including those that require sequential decisions. Their interpretations are sufficiently sound to be a base for building a simple model or for selecting and applying simple problem- solving strategies. Students at this level can interpret and use representations based on different information sources and reason directly from them. They typically show some ability to handle percentages, fractions and decimal numbers, and to work with proportional relationships. Their solutions reflect that they have engaged in basic interpretation and reasoning. 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/