PISA: Male 15-year-olds by science proficiency level (%). Level 5 by country
Percentage of 15-year-old male 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: Male 15-year-olds by science proficiency level (%). Level 5 is currently reported for 52 countries. The highest value is 12.5% in Macao; the lowest is 0.1% in Tunisia.
The median across all reporting countries is 5.0%, and the mean is 5.2%.
The gap between the highest and lowest reporting country is a factor of about 236.
Over the past decade 19 countries rose and 32 fell. The largest increase was in Colombia (up 213.7%), and the largest decrease in Uruguay (down 53.2%).
PISA: Male 15-year-olds by science proficiency level (%). Level 5: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | Macao | 12.5% | 2018 | up 160.4% | rising |
| 2 | Japan | 12.4% | 2018 | down 14.3% | falling |
| 3 | South Korea | 10.8% | 2018 | down 4.2% | flat |
| 4 | New Zealand | 10.7% | 2018 | down 25.6% | falling |
| 5 | Canada | 10.0% | 2018 | down 14.7% | falling |
| 6 | Estonia | 9.9% | 2018 | up 5.6% | rising |
| 7 | Finland | 9.4% | 2018 | down 34.8% | falling |
| 8 | Germany | 9.2% | 2018 | down 23.5% | falling |
| 9 | Netherlands | 9.1% | 2018 | down 21.4% | falling |
| 10 | Poland | 8.9% | 2018 | up 19.7% | rising |
| 11 | United Kingdom | 8.7% | 2018 | down 18.2% | falling |
| 12 | United States | 8.7% | 2018 | down 3.4% | flat |
| 13 | Australia | 8.6% | 2018 | down 29.1% | falling |
| 14 | Belgium | 8.3% | 2018 | down 19.4% | falling |
| 15 | Switzerland | 7.6% | 2018 | down 23.3% | falling |
| 16 | Sweden | 7.5% | 2018 | up 0.9% | falling |
| 17 | Hong Kong | 7.2% | 2018 | down 52.4% | falling |
| 18 | Austria | 7.0% | 2018 | down 18.8% | flat |
| 19 | Czechia | 6.8% | 2018 | down 0.1% | falling |
| 20 | Slovenia | 6.7% | 2018 | down 18.5% | falling |
| 21 | France | 6.6% | 2018 | down 26.5% | falling |
| 22 | Norway | 6.4% | 2018 | up 1.9% | rising |
| 23 | Ireland | 6.2% | 2018 | down 18.7% | falling |
| 24 | Portugal | 6.1% | 2018 | up 35.6% | rising |
| 25 | Israel | 5.8% | 2018 | up 39.7% | rising |
| 26 | Denmark | 5.2% | 2018 | down 27.6% | flat |
| 27 | Hungary | 4.8% | 2018 | down 14.0% | falling |
| 28 | Luxembourg | 4.8% | 2018 | down 32.3% | falling |
| 29 | Lithuania | 4.6% | 2018 | up 19.0% | rising |
| 30 | Spain | 4.4% | 2018 | down 5.1% | falling |
| 31 | Iceland | 3.8% | 2018 | down 45.9% | falling |
| 32 | Croatia | 3.7% | 2018 | up 9.4% | falling |
| 33 | Latvia | 3.7% | 2018 | up 4.8% | falling |
| 34 | Slovakia | 3.7% | 2018 | down 45.6% | falling |
| 35 | Russia | 3.1% | 2018 | down 22.1% | falling |
| 36 | Italy | 3.0% | 2018 | down 51.9% | falling |
| 37 | Turkey | 2.6% | 2018 | up 194.3% | volatile |
| 38 | Qatar | 2.0% | 2018 | up 39.1% | rising |
| 39 | Bulgaria | 1.5% | 2018 | down 38.0% | falling |
| 40 | Greece | 1.4% | 2018 | down 52.4% | volatile |
| 41 | Chile | 1.3% | 2018 | down 3.6% | falling |
| 42 | Romania | 1.3% | 2018 | up 191.6% | rising |
| 43 | Brazil | 0.9% | 2018 | up 30.1% | falling |
| 44 | Uruguay | 0.8% | 2018 | down 53.2% | falling |
| 45 | Thailand | 0.7% | 2018 | up 57.0% | falling |
| 46 | Argentina | 0.6% | 2018 | down 6.4% | rising |
| 47 | Colombia | 0.6% | 2018 | up 213.7% | rising |
| 48 | Jordan | 0.5% | 2018 | up 74.4% | falling |
| 49 | Montenegro | 0.4% | 2018 | up 57.9% | rising |
| 50 | Mexico | 0.4% | 2018 | up 26.0% | falling |
| 51 | Indonesia | 0.1% | 2018 | — | volatile |
| 52 | Tunisia | 0.1% | 2015 | down 39.9% | volatile |
About this data
Percentage of 15-year-old male 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/