Denmark vs Hong Kong, China: PISA: Male 15-year-olds by science proficiency level (%). Level 6
PISA: Male 15-year-olds by science proficiency level (%). Level 6 over time
- Denmark
- Hong Kong, China
How they compare
Hong Kong, China currently reports 0.7% against 0.7% in Denmark, a difference of 0.0%.
The two have swapped places 2 times across 6 shared years of data; in 2003 it was Hong Kong, China ahead.
Denmark ranks 22nd and Hong Kong, China ranks 21st of 52 countries.
Hong Kong, China has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Denmark | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.0% | 2.6% | 1.6% | Hong Kong, China |
| 2010s | 0.9% | 1.3% | 0.3% | Hong Kong, China |
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 6, Denmark or Hong Kong, China?
- Hong Kong, China, at 0.7% against 0.7% in Denmark as of 2018.
- What is the difference in pisa: male 15-year-olds by science proficiency level (%). level 6 between Denmark and Hong Kong, China?
- 0.0%, with Hong Kong, China ahead.
- How many years of comparable data are there for Denmark and Hong Kong, China?
- 6 years are reported by both, from 2003 to 2018.
- How do Denmark and Hong Kong, China rank globally for pisa: male 15-year-olds by science proficiency level (%). level 6?
- Denmark ranks 22nd and Hong Kong, China ranks 21st 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 6. 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 708 on the PISA science scale. At Level 6, students can draw on a range of interrelated scientific ideas and concepts from the physical, life and earth and space sciences and use content, procedural and epistemic knowledge in order to offer explanatory hypotheses of novel scientific phenomena, events and processes or to make predictions. In interpreting data and evidence, they are able to discriminate between relevant and irrelevant information and can draw on knowledge external to the normal school curriculum. They can distinguish between arguments that are based on scientific evidence and theory and those based on other considerations. Level 6 students can evaluate competing designs of complex experiments, field studies or simulations and justify 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/