PISA: Female 15-year-olds by science proficiency level (%). Level 3 by country
Percentage of 15-year-old female 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...
What the numbers show
PISA: Female 15-year-olds by science proficiency level (%). Level 3 is currently reported for 52 countries. The highest value is 35.7% in Hong Kong; the lowest is 6.2% in Tunisia.
The median across all reporting countries is 28.6%, and the mean is 26.3%.
The gap between the highest and lowest reporting country is a factor of about 6.
Over the past decade 22 countries rose and 30 fell. The largest increase was in Qatar (up 79.0%), and the largest decrease in Tunisia (down 41.6%).
PISA: Female 15-year-olds by science proficiency level (%). Level 3: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Hong Kong | 35.7% | 2018 | up 14.7% | rising |
| 2 | Macao | 34.0% | 2018 | down 13.7% | flat |
| 3 | Slovenia | 33.3% | 2018 | up 8.9% | rising |
| 4 | Latvia | 33.2% | 2018 | down 10.4% | rising |
| 5 | Ireland | 32.6% | 2018 | up 6.4% | rising |
| 6 | Estonia | 32.5% | 2018 | down 8.9% | falling |
| 7 | Poland | 31.9% | 2018 | down 7.4% | rising |
| 8 | Japan | 31.6% | 2018 | up 10.5% | rising |
| 9 | Denmark | 31.4% | 2018 | up 1.2% | rising |
| 10 | Lithuania | 30.9% | 2018 | down 9.0% | falling |
| 11 | Finland | 30.9% | 2018 | up 6.6% | flat |
| 12 | Canada | 30.8% | 2018 | down 5.7% | flat |
| 13 | Portugal | 30.7% | 2018 | down 8.4% | rising |
| 14 | Norway | 30.6% | 2018 | down 4.2% | rising |
| 15 | Spain | 30.5% | 2018 | down 8.4% | rising |
| 16 | Russia | 30.4% | 2018 | up 2.1% | rising |
| 17 | South Korea | 30.1% | 2018 | down 14.2% | falling |
| 18 | France | 30.1% | 2018 | down 2.8% | rising |
| 19 | Austria | 29.8% | 2018 | up 5.1% | flat |
| 20 | Belgium | 29.4% | 2018 | up 2.5% | flat |
| 21 | Iceland | 29.4% | 2018 | down 7.8% | falling |
| 22 | Czechia | 29.3% | 2018 | up 2.6% | rising |
| 23 | Sweden | 28.9% | 2018 | down 1.5% | flat |
| 24 | Switzerland | 28.9% | 2018 | down 6.6% | flat |
| 25 | United States | 28.7% | 2018 | up 2.2% | rising |
| 26 | Turkey | 28.6% | 2018 | up 5.2% | rising |
| 27 | United Kingdom | 28.5% | 2018 | down 4.6% | flat |
| 28 | Greece | 28.5% | 2018 | down 3.5% | flat |
| 29 | Croatia | 28.4% | 2018 | down 14.4% | falling |
| 30 | Australia | 28.4% | 2018 | down 5.4% | flat |
| 31 | Hungary | 28.3% | 2018 | down 17.0% | falling |
| 32 | Germany | 28.3% | 2018 | down 1.7% | flat |
| 33 | New Zealand | 28.1% | 2018 | down 1.1% | flat |
| 34 | Italy | 27.9% | 2018 | down 11.7% | flat |
| 35 | Slovakia | 27.4% | 2018 | down 10.9% | falling |
| 36 | Luxembourg | 26.0% | 2018 | down 6.5% | falling |
| 37 | Netherlands | 25.8% | 2018 | down 3.6% | flat |
| 38 | Israel | 25.8% | 2018 | up 1.7% | rising |
| 39 | Jordan | 23.9% | 2018 | up 11.5% | rising |
| 40 | Chile | 22.2% | 2018 | up 0.2% | rising |
| 41 | Thailand | 20.3% | 2018 | up 11.2% | rising |
| 42 | Qatar | 20.2% | 2018 | up 79.0% | rising |
| 43 | Bulgaria | 20.1% | 2018 | down 13.4% | flat |
| 44 | Romania | 19.0% | 2018 | down 11.2% | rising |
| 45 | Uruguay | 18.5% | 2018 | down 4.5% | falling |
| 46 | Montenegro | 15.9% | 2018 | up 7.2% | rising |
| 47 | Mexico | 14.5% | 2018 | up 0.7% | flat |
| 48 | Argentina | 14.3% | 2018 | down 9.2% | flat |
| 49 | Brazil | 13.8% | 2018 | up 10.3% | rising |
| 50 | Colombia | 13.6% | 2018 | up 26.9% | rising |
| 51 | Indonesia | 9.6% | 2018 | up 26.4% | rising |
| 52 | Tunisia | 6.2% | 2015 | down 41.6% | falling |
About this data
Percentage of 15-year-old female 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/