Chile vs Uruguay: PISA: Male 15-year-olds by science proficiency level (%). Level 3
PISA: Male 15-year-olds by science proficiency level (%). Level 3 over time
- Chile
- Uruguay
How they compare
Chile currently reports 22.9% against 19.0% in Uruguay, a difference of 3.9%.
That makes Chile's figure about 1.2 times Uruguay's.
Across all 5 years both countries report, Chile has been ahead every year.
Chile ranks 38th and Uruguay ranks 40th of 52 countries.
Chile has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chile | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23.6% | 19.3% | 4.3% | Chile |
| 2010s | 23.9% | 19.0% | 4.9% | Chile |
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 3, Chile or Uruguay?
- Chile, at 22.9% against 19.0% in Uruguay as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 3 between Chile and Uruguay?
- 3.9%, with Chile ahead.
- How many years of comparable data are there for Chile and Uruguay?
- 5 years are reported by both, from 2006 to 2018.
- How do Chile and Uruguay rank globally for pisa: male 15-year-olds by science proficiency level (%). level 3?
- Chile ranks 38th and Uruguay ranks 40th 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 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 484 but less than or equal to 559 on the PISA science scale. At Level 3, students can draw upon moderately complex content knowledge to identify or construct explanations of familiar phenomena. In less familiar or more complex situations, they can construct explanations with relevant cueing or support. They can draw on elements of procedural or epistemic knowledge to carry out a simple experiment in a constrained context. Level 3 students are able to distinguish between scientific and non-scientific issues and identify the evidence supporting a scientific claim. 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/