PISA: Female 15-year-olds by science proficiency level (%). Level 5 by country
Percentage of 15-year-old female students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply...
What the numbers show
PISA: Female 15-year-olds by science proficiency level (%). Level 5 is currently reported for 52 countries. The highest value is 11.6% in Finland; the lowest is 0.0% in Tunisia.
The median across all reporting countries is 4.4%, and the mean is 4.5%.
The gap between the highest and lowest reporting country is a factor of about 422.
Over the past decade 20 countries rose and 31 fell. The largest increase was in Colombia (up 214.3%), and the largest decrease in Tunisia (down 79.7%).
PISA: Female 15-year-olds by science proficiency level (%). Level 5: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Finland | 11.6% | 2018 | down 29.1% | falling |
| 2 | Macao | 11.4% | 2018 | up 165.5% | rising |
| 3 | Estonia | 10.6% | 2018 | up 24.5% | rising |
| 4 | Japan | 10.4% | 2018 | down 26.8% | falling |
| 5 | Netherlands | 9.1% | 2018 | down 16.6% | falling |
| 6 | Korea, Rep. | 9.1% | 2018 | down 6.4% | flat |
| 7 | Canada | 9.0% | 2018 | down 3.2% | falling |
| 8 | New Zealand | 8.3% | 2018 | down 38.4% | falling |
| 9 | United Kingdom | 7.8% | 2018 | down 7.2% | falling |
| 10 | Germany | 7.7% | 2018 | down 20.0% | falling |
| 11 | Poland | 7.3% | 2018 | up 19.9% | rising |
| 12 | Australia | 7.2% | 2018 | down 33.1% | falling |
| 13 | Sweden | 7.2% | 2018 | up 6.8% | falling |
| 14 | Hong Kong | 7.1% | 2018 | down 46.3% | falling |
| 15 | United States | 7.0% | 2018 | up 4.0% | rising |
| 16 | Slovenia | 6.8% | 2018 | down 27.1% | falling |
| 17 | Czechia | 6.3% | 2018 | down 15.9% | falling |
| 18 | Belgium | 6.3% | 2018 | down 17.9% | falling |
| 19 | Switzerland | 6.2% | 2018 | down 26.8% | falling |
| 20 | Norway | 5.7% | 2018 | up 3.6% | rising |
| 21 | France | 5.2% | 2018 | down 8.9% | falling |
| 22 | Luxembourg | 5.0% | 2018 | up 3.6% | rising |
| 23 | Denmark | 4.8% | 2018 | up 5.1% | rising |
| 24 | Austria | 4.7% | 2018 | down 16.1% | falling |
| 25 | Israel | 4.6% | 2018 | up 61.7% | rising |
| 26 | Ireland | 4.5% | 2018 | down 38.9% | falling |
| 27 | Portugal | 4.2% | 2018 | up 24.4% | rising |
| 28 | Hungary | 3.7% | 2018 | down 17.4% | falling |
| 29 | Iceland | 3.4% | 2018 | down 35.1% | falling |
| 30 | Lithuania | 3.3% | 2018 | down 28.7% | falling |
| 31 | Spain | 3.3% | 2018 | up 18.0% | falling |
| 32 | Latvia | 3.3% | 2018 | up 32.4% | falling |
| 33 | Slovak Republic | 3.1% | 2018 | down 29.3% | falling |
| 34 | Croatia | 2.9% | 2018 | down 18.7% | falling |
| 35 | Russian Federation | 2.7% | 2018 | down 31.1% | falling |
| 36 | Turkiye | 2.1% | 2018 | up 62.1% | falling |
| 37 | Italy | 2.1% | 2018 | down 51.9% | falling |
| 38 | Qatar | 2.0% | 2018 | up 77.6% | rising |
| 39 | Bulgaria | 1.4% | 2018 | down 44.5% | falling |
| 40 | Greece | 1.1% | 2018 | down 57.5% | falling |
| 41 | Jordan | 0.7% | 2018 | up 21.2% | volatile |
| 42 | Chile | 0.7% | 2018 | down 9.1% | falling |
| 43 | Thailand | 0.7% | 2018 | down 0.7% | falling |
| 44 | Brazil | 0.6% | 2018 | up 43.7% | rising |
| 45 | Romania | 0.6% | 2018 | up 70.7% | rising |
| 46 | Uruguay | 0.6% | 2018 | down 49.4% | volatile |
| 47 | Argentina | 0.3% | 2018 | down 43.5% | falling |
| 48 | Colombia | 0.3% | 2018 | up 214.3% | volatile |
| 49 | Montenegro | 0.3% | 2018 | up 6.1% | rising |
| 50 | Mexico | 0.2% | 2018 | up 41.1% | volatile |
| 51 | Indonesia | 0.1% | 2018 | — | volatile |
| 52 | Tunisia | 0.0% | 2015 | down 79.7% | volatile |
About this data
Percentage of 15-year-old female students scoring higher than 633 but less than or equal to 708 on the PISA science scale. At Level 5, students can use abstract scientific ideas or concepts to explain unfamiliar and more complex phenomena, events and processes involving multiple causal links. They are able to apply more sophisticated epistemic knowledge to evaluate alternative experimental designs and justify their choices and use theoretical knowledge to interpret information or make predictions. Level 5 students can evaluate ways of exploring a given question scientifically and identify limitations in interpretations of data sets including sources and the effects of uncertainty in scientific data. 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/