PISA: Male 15-year-olds by science proficiency level (%). Level 6 by country
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...
What the numbers show
PISA: Male 15-year-olds by science proficiency level (%). Level 6 is currently reported for 52 countries. The highest value is 2.2% in New Zealand; the lowest is 0.0% in Mexico.
The median across all reporting countries is 0.6%, and the mean is 0.8%.
Over the past decade 14 countries rose and 27 fell. The largest increase was in Macao (up 600.6%), and the largest decrease in Tunisia (down 100.0%).
PISA: Male 15-year-olds by science proficiency level (%). Level 6: full country ranking
| # | Country | Latest | Year | 10-year change | Trend |
|---|---|---|---|---|---|
| 1 | New Zealand | 2.2% | 2018 | down 50.0% | falling |
| 2 | South Korea | 2.2% | 2018 | up 47.0% | rising |
| 3 | Macao | 2.1% | 2018 | up 600.6% | volatile |
| 4 | Estonia | 2.1% | 2018 | up 48.2% | rising |
| 5 | Japan | 2.0% | 2018 | down 24.8% | falling |
| 6 | Canada | 1.9% | 2018 | up 9.4% | falling |
| 7 | Australia | 1.9% | 2018 | down 47.7% | falling |
| 8 | Germany | 1.8% | 2018 | down 25.6% | falling |
| 9 | United Kingdom | 1.7% | 2018 | down 30.9% | falling |
| 10 | Finland | 1.7% | 2018 | down 48.5% | falling |
| 11 | Netherlands | 1.5% | 2018 | down 3.0% | falling |
| 12 | United States | 1.5% | 2018 | down 3.2% | flat |
| 13 | Poland | 1.4% | 2018 | up 29.4% | falling |
| 14 | Czechia | 1.2% | 2018 | down 7.2% | falling |
| 15 | Sweden | 1.2% | 2018 | down 13.6% | falling |
| 16 | Switzerland | 1.0% | 2018 | down 50.2% | falling |
| 17 | Belgium | 1.0% | 2018 | down 26.2% | falling |
| 18 | France | 0.9% | 2018 | down 27.6% | volatile |
| 19 | Israel | 0.8% | 2018 | up 23.1% | falling |
| 20 | Norway | 0.8% | 2018 | up 49.1% | falling |
| 21 | Hong Kong | 0.7% | 2018 | down 69.9% | falling |
| 22 | Denmark | 0.7% | 2018 | down 44.2% | falling |
| 23 | Austria | 0.7% | 2018 | down 48.5% | falling |
| 24 | Slovenia | 0.6% | 2018 | down 51.1% | falling |
| 25 | Luxembourg | 0.6% | 2018 | down 32.0% | falling |
| 26 | Portugal | 0.6% | 2018 | up 82.5% | volatile |
| 27 | Lithuania | 0.6% | 2018 | up 154.6% | rising |
| 28 | Ireland | 0.6% | 2018 | down 61.5% | falling |
| 29 | Hungary | 0.6% | 2018 | up 28.4% | falling |
| 30 | Spain | 0.4% | 2018 | up 28.8% | falling |
| 31 | Slovakia | 0.4% | 2018 | down 55.6% | falling |
| 32 | Croatia | 0.4% | 2018 | up 76.7% | falling |
| 33 | Iceland | 0.3% | 2018 | down 72.5% | falling |
| 34 | Latvia | 0.3% | 2018 | up 53.1% | volatile |
| 35 | Qatar | 0.3% | 2018 | up 31.3% | rising |
| 36 | Russia | 0.2% | 2018 | down 55.2% | volatile |
| 37 | Italy | 0.2% | 2018 | down 69.6% | volatile |
| 38 | Turkey | 0.1% | 2018 | — | volatile |
| 39 | Bulgaria | 0.1% | 2018 | down 61.1% | volatile |
| 40 | Romania | 0.1% | 2018 | — | volatile |
| 41 | Greece | 0.1% | 2018 | down 75.6% | volatile |
| 42 | Chile | 0.0% | 2018 | — | volatile |
| 43 | Brazil | 0.0% | 2018 | — | volatile |
| 44 | Uruguay | 0.0% | 2018 | down 77.2% | volatile |
| 45 | Jordan | 0.0% | 2018 | — | volatile |
| 46 | Thailand | 0.0% | 2018 | — | volatile |
| 47 | Colombia | 0.0% | 2018 | — | volatile |
| 48 | Argentina | 0.0% | 2018 | — | volatile |
| 49 | Montenegro | 0.0% | 2018 | — | volatile |
| 50 | Indonesia | 0.0% | 2018 | — | volatile |
| 51 | Tunisia | 0.0% | 2015 | down 100.0% | volatile |
| 51 | Mexico | 0.0% | 2018 | — | volatile |
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/