Lithuania vs Norway: PISA: Male 15-year-olds by science proficiency level (%). Level 3
PISA: Male 15-year-olds by science proficiency level (%). Level 3 over time
- Lithuania
- Norway
How they compare
Lithuania currently reports 26.7% against 26.6% in Norway, a difference of 0.1%.
The two have swapped places 2 times across 5 shared years of data; in 2006 it was Lithuania ahead.
Lithuania ranks 23rd and Norway ranks 26th of 52 countries.
Across the 2 decades both report, Lithuania averaged higher in 1 and Norway in 1.
Head to head by decade
| Decade | Lithuania | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 29.8% | 29.0% | 0.8% | Lithuania |
| 2010s | 27.2% | 27.2% | 0.0% | Norway |
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, Lithuania or Norway?
- Lithuania, at 26.7% against 26.6% in Norway as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 3 between Lithuania and Norway?
- 0.1%, with Lithuania ahead.
- How many years of comparable data are there for Lithuania and Norway?
- 5 years are reported by both, from 2006 to 2018.
- How do Lithuania and Norway rank globally for pisa: male 15-year-olds by science proficiency level (%). level 3?
- Lithuania ranks 23rd and Norway ranks 26th 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/