Canada vs Republic of Korea: PISA: Male 15-year-olds by science proficiency level (%). Level 1A
PISA: Male 15-year-olds by science proficiency level (%). Level 1A over time
- Canada
- Republic of Korea
How they compare
Canada currently reports 11.4% against 10.8% in Republic of Korea, a difference of 0.6%.
That makes Canada's figure about 1.1 times Republic of Korea's.
The two have swapped places 3 times across 5 shared years of data; in 2006 it was Republic of Korea ahead.
Canada ranks 47th and Republic of Korea ranks 48th of 52 countries.
Across the 2 decades both report, Canada averaged higher in 1 and Republic of Korea in 1.
Head to head by decade
| Decade | Canada | Republic of Korea | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 7.9% | 7.6% | 0.3% | Canada |
| 2010s | 9.9% | 10.0% | 0.1% | Republic of Korea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher pisa: male 15-year-olds by science proficiency level (%). level 1a, Canada or Republic of Korea?
- Canada, at 11.4% against 10.8% in Republic of Korea as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 1a between Canada and Republic of Korea?
- 0.6%, with Canada ahead.
- How many years of comparable data are there for Canada and Republic of Korea?
- 5 years are reported by both, from 2006 to 2018.
- How do Canada and Republic of Korea rank globally for pisa: male 15-year-olds by science proficiency level (%). level 1a?
- Canada ranks 47th and Republic of Korea ranks 48th of 52 countries.
- Where does this data come from?
- OECD Programme for International Student Assessment (PISA), published as PISA: Male 15-year-olds by science proficiency level (%). Level 1A. 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 335 but less than or equal to 410 on the PISA science scale. At Level 1A, students are able to use basic or everyday content and procedural knowledge to recognise or identify explanations of simple scientific phenomenon. With support, they can undertake structured scientific enquiries with no more than two variables. They are able to identify simple causal or correlational relationships and interpret graphical and visual data that require a low level of cognitive demand. Level 1a students can select the best scientific explanation for given data in familiar personal, local and global contexts. Data reflect country performance in the stated year, but may not be comparable across years or countries. Consult the PISA website for more detailed information: http://www.oecd.org/pisa/