Japan vs New Zealand: PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3
PISA: Male 15-year-olds by mathematics proficiency level (%). Level 3 over time
- Japan
- New Zealand
How they compare
Japan currently reports 24.4% against 23.9% in New Zealand, a difference of 0.5%.
The two have swapped places 3 times across 6 shared years of data; in 2003 it was New Zealand ahead.
Japan ranks 21st and New Zealand ranks 24th of 53 countries.
Across the 2 decades both report, Japan averaged higher in 1 and New Zealand in 1.
Head to head by decade
| Decade | Japan | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 22.4% | 22.7% | 0.3% | New Zealand |
| 2010s | 23.5% | 23.3% | 0.2% | Japan |
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, Japan or New Zealand?
- Japan, at 24.4% against 23.9% in New Zealand as of 2018.
- What is the difference in pisa: male 15-year-olds by mathematics proficiency level (%). level 3 between Japan and New Zealand?
- 0.5%, with Japan ahead.
- How many years of comparable data are there for Japan and New Zealand?
- 6 years are reported by both, from 2003 to 2018.
- How do Japan and New Zealand rank globally for pisa: male 15-year-olds by mathematics proficiency level (%). level 3?
- Japan ranks 21st and New Zealand ranks 24th 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.
Individual pages
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/