Colombia vs Montenegro: PISA: Male 15-year-olds by science proficiency level (%). Level 3
PISA: Male 15-year-olds by science proficiency level (%). Level 3 over time
- Colombia
- Montenegro
How they compare
Colombia currently reports 17.2% against 15.9% in Montenegro, a difference of 1.3%.
That makes Colombia's figure about 1.1 times Montenegro's.
The two have swapped places 3 times across 5 shared years of data; in 2006 it was Montenegro ahead.
Colombia ranks 43rd and Montenegro ranks 46th of 52 countries.
Colombia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Colombia | Montenegro | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 14.0% | 13.7% | 0.3% | Colombia |
| 2010s | 16.2% | 14.9% | 1.3% | Colombia |
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, Colombia or Montenegro?
- Colombia, at 17.2% against 15.9% in Montenegro as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 3 between Colombia and Montenegro?
- 1.3%, with Colombia ahead.
- How many years of comparable data are there for Colombia and Montenegro?
- 5 years are reported by both, from 2006 to 2018.
- How do Colombia and Montenegro rank globally for pisa: male 15-year-olds by science proficiency level (%). level 3?
- Colombia ranks 43rd and Montenegro ranks 46th 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/