Estonia vs Hong Kong, China: PISA: Male 15-year-olds by science proficiency level (%). Level 1A
PISA: Male 15-year-olds by science proficiency level (%). Level 1A over time
- Estonia
- Hong Kong, China
How they compare
Hong Kong, China currently reports 10.1% against 8.0% in Estonia, a difference of 2.1%.
That makes Hong Kong, China's figure about 1.3 times Estonia's.
The two have swapped places 1 time across 5 shared years of data; in 2006 it was Estonia ahead.
Estonia ranks 51st and Hong Kong, China ranks 49th of 52 countries.
Across the 2 decades both report, Estonia averaged higher in 1 and Hong Kong, China in 1.
Head to head by decade
| Decade | Estonia | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 7.3% | 6.4% | 0.8% | Estonia |
| 2010s | 7.2% | 7.9% | 0.7% | Hong Kong, China |
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, Estonia or Hong Kong, China?
- Hong Kong, China, at 10.1% against 8.0% in Estonia as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 1a between Estonia and Hong Kong, China?
- 2.1%, with Hong Kong, China ahead.
- How many years of comparable data are there for Estonia and Hong Kong, China?
- 5 years are reported by both, from 2006 to 2018.
- How do Estonia and Hong Kong, China rank globally for pisa: male 15-year-olds by science proficiency level (%). level 1a?
- Estonia ranks 51st and Hong Kong, China ranks 49th 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.
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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/