Republic of Korea vs Switzerland: PISA: Male 15-year-olds by science proficiency level (%). Level 3
PISA: Male 15-year-olds by science proficiency level (%). Level 3 over time
- Republic of Korea
- Switzerland
How they compare
Republic of Korea currently reports 27.2% against 26.8% in Switzerland, a difference of 0.4%.
Across all 5 years both countries report, Republic of Korea has been ahead every year.
Republic of Korea ranks 19th and Switzerland ranks 22nd of 52 countries.
Republic of Korea has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Republic of Korea | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 30.8% | 28.6% | 2.2% | Republic of Korea |
| 2010s | 28.6% | 27.4% | 1.2% | 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 3, Republic of Korea or Switzerland?
- Republic of Korea, at 27.2% against 26.8% in Switzerland as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 3 between Republic of Korea and Switzerland?
- 0.4%, with Republic of Korea ahead.
- How many years of comparable data are there for Republic of Korea and Switzerland?
- 5 years are reported by both, from 2006 to 2018.
- How do Republic of Korea and Switzerland rank globally for pisa: male 15-year-olds by science proficiency level (%). level 3?
- Republic of Korea ranks 19th and Switzerland ranks 22nd 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.
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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/