Canada vs Poland: PISA: Male 15-year-olds by science proficiency level (%). Level 4
PISA: Male 15-year-olds by science proficiency level (%). Level 4 over time
- Canada
- Poland
How they compare
Canada currently reports 23.1% against 22.1% in Poland, a difference of 1.0%.
Across all 6 years both countries report, Canada has been ahead every year.
Canada ranks 6th and Poland ranks 8th of 52 countries.
Canada has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Canada | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26.5% | 19.7% | 6.9% | Canada |
| 2010s | 24.9% | 22.1% | 2.8% | Canada |
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 4, Canada or Poland?
- Canada, at 23.1% against 22.1% in Poland as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 4 between Canada and Poland?
- 1.0%, with Canada ahead.
- How many years of comparable data are there for Canada and Poland?
- 6 years are reported by both, from 2003 to 2018.
- How do Canada and Poland rank globally for pisa: male 15-year-olds by science proficiency level (%). level 4?
- Canada ranks 6th and Poland ranks 8th 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 4. 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 559 but less than or equal to 633 on the PISA science scale. At Level 4, students can use more complex or more abstract content knowledge, which is either provided or recalled, to construct explanations of more complex or less familiar events and processes. They can conduct experiments involving two or more independent variables in a constrained context. They are able to justify an experimental design, drawing on elements of procedural and epistemic knowledge. Level 4 students can interpret data drawn from a moderately complex data set or less familiar context, draw appropriate conclusions that go beyond the data and provide justifications for their choices. 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/