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2THE INDICATORS IN SUBJECTS OF STUDENTS IN STUDY PISA 2022 FOR COUNTRIES AND ECONOMIES
Karimov Nizomjon Abdukayumovich
National Research Institute named after A.Avloni, Researcher of the scientific-research department for conducting international assessment studies and analyzing their results, Independent researcher of Tashkent State Pedagogical University named after Nizami https://doi.org/10.5281/zenodo.10900785
Abstract. This article analyzes the performance of students in subjects in countries and economies participating in the international study PISA 2022. It also compares the performance of countries and economies with the average performance of the OECD organization.
Keywords: Organization of Economic Co-operation and Development (OECD), PISA Research, performance, equity in education, trends in equity, content, assessment, questionnaires, ESCS - PISA index of economic, social, and cultural status.
What is PISA?
Launched by the Organization of Economic Co-operation and Development (OECD) in 1997, the PISA program assesses 15-year-old students' knowledge of reading, mathematics and science, and their ability to apply what they learn in school to real-life situations. PISA studies were conducted in 2000, 2003, 2006, 2009, 2012, 2015, 2018 and 2022; preparations for the PISA 2025 study are now underway. PISA is a systematic program that provides insight into education policy and practice and helps track trends in student achievement in skills and knowledge across countries and within different demographic subgroups within each country. Through PISA results, policymakers can assess the skills and knowledge of students in their own countries relative to other countries, set policy goals against measurable goals achieved in other education systems, and learn from the policies and practices of countries that have made positive changes. PISA scores not only determine whether students can improve their knowledge; rather, it allows us to determine how well students can apply what they have learned and apply this knowledge to unfamiliar situations, both in and out of school.
Through questionnaires administered to students and school principals, the PISA survey also gathers information about students' home environments, their approaches to education, and their learning environment. The PISA assessment process, combined with data collected through various questionnaires, allows for the identification of the following three main types of results:
• the main indicators that provide the basic description of students' skills and knowledge;
• survey-based indicators of how such skills relate to various demographic, social, economic, and educational variables, and to broader learning outcomes such as academic performance and well-being;
• Trend indicators showing changes in mean scores since the country's second participation in PISA, changes in outcomes among students, and relationships between baseline variables and student-level, school-level, and system-level outcomes.
The score for each participating country in each test subject is the average of the scores of all students in that country. Average PISA scores can be used to rank participating countries and economies according to their achievement in reading, mathematics and science. In the PISA study,
the total score for all subjects is not combined, but instead a score is assigned for each subject area, which can be used to determine the average score for each subject area.
For each subject assessed, PISA reports student performance on a six-point scale. Assessment items of similar complexity are used to describe each proficiency level in terms of what students know and can do at a given level. Thus, PISA can describe the performance of an education system in terms of the skills and knowledge that students acquire by the age of 15, providing a more detailed description than just a single number or level.
PISA is an ongoing program that allows the development of a range of data to track long-term trends in student knowledge and skills in different countries and different demographic subgroups within each country. Policymakers around the world use PISA results to assess the knowledge and skills of students in their countries/economies relative to other participating countries/economies, to develop guidelines for improving the education provided and/or learning outcomes, and to understand the relative strengths and weaknesses of their education systems.
Introduction
The PISA 2022 study assesses reading, science and mathematics as a priority area. Today, being knowledgeable in mathematics does not consist in repeating simple mathematical operations (procedures). In contrast, PISA considers a mathematically literate person to be someone who can solve complex real-life problems, reason mathematically, and find solutions through mathematical expression, application, and interpretation.
The main concern of politicians in Uzbekistan and around the world is to provide citizens with the necessary knowledge and skills to realize their full potential, contribute to an increasingly interconnected world, and ultimately lead a better lifestyle. Student achievement indicators from PISA are designed to track how close countries are to meeting these goals.
The information obtained from the study is a valuable resource that can greatly contribute to Uzbekistan's current initiatives and future efforts in the field of education. It is very important that we implement the collected conclusions strategically at the end of the project. The real impact of our efforts lies in the meaningful and meaningful use of data to advance educational policy and practice.
Over the past two decades, PISA has become the world's first research benchmark for comparing the quality, equity, and effectiveness of educational outcomes across countries and an influential force in education reform. It helped policymakers reduce the cost of political action by supporting difficult decisions with evidence, but it also increased the political cost of inaction by highlighting areas where policy and practice were unsatisfactory.
What pupils know and can do: student performance
Student performance in mathematics
• Singapore scored significantly higher than all other countries/economies in mathematics (575) and outperformed all other countries and economies in mathematics, along with Hong Kong (China), Japan, Korea, Macau (China) and Chinese Taipei. Another 17 countries, from Estonia (510 points) to New Zealand (479 points), also scored above the OECD average (472 points).
• It was found that an average of 69% of students in OECD countries have at least basic (fundamental) knowledge of mathematics. This means that they begin to demonstrate the ability and initiative to use mathematics in simple real-life situations.
• In 16 of the 81 countries/economies participating in PISA 2022, more than 10% of students achieved a literacy level of 5 or 6, i.e., they are high achievers: they understand that the
problem is quantitative in nature and can represent complex mathematical models to solve. In contrast, in 42 countries/economies, less than 5% of students achieved top results.
Pupil performance in reading and science
• Singapore scored higher in reading (543) and science (561) than all other countries/economies. Singapore was followed by Ireland, Estonia, Japan, Korea and Chinese Taipei and 14 other education systems from Macau (China) (510) to Italy (482) above the OECD average (476) for reading.
• The educational systems with the highest results in natural sciences are Singapore, Japan, Macao (China) and Chinese Taipei, Korea, Estonia, Hong Kong (China) and Canada. Finland scored as well as Canada in science. In addition to these nine countries and economies, 15 other education systems - from Australia (507 points) to Belgium (491 points) - scored above the OECD science average (485 points).
• In OECD countries, three out of four students have basic knowledge of reading and science.
• An average of 7% of students across OECD countries in reading and natural sciences achieved the highest literacy (proficiency) level - level 5 or 6. In 13 countries/economies, more than 10% of students achieved the best reading performance. In 14 countries/economies, more than 10% of students achieved the best performance in science.
From these indicators and from the comparison of the average indicators of Uzbekistan with other countries, the following conclusions can be drawn in three areas (mathematics, reading and natural sciences):
Uzbekistan's performance is below the OECD average in all three areas. Uzbekistan's results in mathematics are 108 points below the OECD average, 130 points in natural sciences, and 140 points below the OECD average in reading. While most countries appear to be weaker in mathematics than in other areas, this relative weakness is particularly evident in Uzbekistan.
In Uzbekistan, the percentage of students below the basic literacy level in mathematics and reading, as well as natural sciences is high, and the percentage of high-achieving students who have reached the best literacy level in at least one area is low.
Trends in indicators
• Until 2018, the average change in OECD across successive PISA assessments never exceeded four points in mathematics and five points in reading: the average change in OECD in PISA 2022 compared to PISA 2018, the score dropped by almost 15 points in mathematics and by about 10 points in reading. However, the average performance in natural sciences remained stable. The dramatic declines in math and reading are indicative of the significant impact of COVID-19 on most countries.
• Between PISA 2018 and PISA 2022, only four countries and economies improved in all three subjects: Brunei Darussalam, Cambodia, the Dominican Republic and Chinese Taipei.
• A trend analysis of PISA results shows a decade-long decline that began well before the pandemic. Performance in reading and science peaked in 2012 and 2009 respectively, while in mathematics by 2018 Australia, Belgium, Canada, Czech Republic, Finland, Hungary, Iceland, Korea, the decline began in the Netherlands, New Zealand, the Slovak Republic and Switzerland.
• Four countries and economies have broken a long-term downward trend: Colombia, Macau (China), Peru and Qatar. Their results improved on average in all three subjects over the
entire period they participated in PISA. Four more countries participating in PISA (Israel, Republic of Moldova, Singapore and Turkey) saw growth in two out of three subjects.
Equality in education
• The education systems of Canada, Denmark, Finland, Hong Kong (China), Ireland, Japan, Korea, Latvia, Macau (China) and the United Kingdom have a high level of equality according to the PISA standard (taking into account a high level of inclusion and fairness without).
• In each country/economy, the percentage of 15-year-olds enrolled in 7th grade or higher in school ranges from 36% in Cambodia and 48% in Guatemala to 90% or more in 34 countries and economies.
• Socio-economically advantaged students showed an average of 93 points higher in mathematics than the countries of the Organization for Economic Cooperation and Development. The difference in results depending on the socio-economic status of students was higher than 93 points in 22 countries or economies and 50 points or less in 13 countries or economies.
It can be seen that students in Uzbekistan scored lower than students in other countries of OECD. In Uzbekistan, the indicators of students belonging to the country's low-income families are almost equal to those of the least-income students in the OECD countries. Students from higher socio-economic backgrounds in Uzbekistan consistently perform lower than similar students in OECD countries across the scale. In fact, the results of Uzbek students are lower than those of similar students at all levels of socio-economic status in OECD countries.
• According to OECD countries, boys outperformed girls by nine points in mathematics, and girls outperformed boys in reading by 24 points. The difference between boys and girls in natural sciences is not significant.
In Uzbekistan, this result is 6 points in favor of boys. As in all countries and economies participating in the PISA 2022 study, the average reading scores of boys in Uzbekistan are lower than the average reading scores of girls (22 points). However, this difference is less in Uzbekistan than in most of the CIS countries. In Uzbekistan, the achievement gap in natural sciences in favor of girls is less than in other countries (almost 4 points).
• Non-immigrant students scored an average of 29 points higher than immigrant students in mathematics across OECD countries, but non-immigrant students were less likely when socioeconomic status and home language were taken into account, scored only five points higher than immigrant students.
• An average of 8% of students in the OECD area report not eating at least once a week in the past 30 days because they do not have enough money to buy food. In 18 countries/economies, more than 20% of students reported not being able to eat at least once a week.
PISA defines and measures equity in education through two interrelated principles: inclusion and equity. Inclusion means ensuring that all students have at least the necessary basic skills. Equity refers to students' access to quality education and, more precisely, the level of reducing the impact of their living conditions on their educational outcomes. Inclusiveness and equity in education requires that all children, regardless of gender, socioeconomic status, or language spoken at home, have access to educational opportunities that lead to effective learning outcomes.
Although the percentage of high-achieving students in Uzbekistan is not very high, it is worth noting that almost 5% of 15-year-old students achieved mathematics at level 3 or higher -the typical literacy level of 15-year-old students in OECD countries. Almost 2% of students in
Uzbekistan achieved level 3 in reading, and more than 2% of students in science achieved level 3 or higher. These levels of knowledge and skills are important attributes for future citizens and employees, and the tasks facing Uzbekistan are to increase the share of high-achieving students and reduce the socio-economic inequality between low and high-achieving students. Trends in Equality
• In 51 of the 68 countries/economies with available PISA data, the socio-economic gap in mathematics performance did not change between 2018 and 2022; The gap widened in 12 countries/economies and decreased in five (Argentina, Chile, Philippines, Saudi Arabia and the United Arab Emirates).
• Between 2018 and 2022, the gender gap in mathematics remained unchanged in most countries/economies (57 out of 72 comparable); The gap widened in 11 countries/economies and decreased in four (Albania, Baku [Azerbaijan], Colombia and Montenegro).
Table I.1. Performance in math, reading and science [1/2] OECD Countries/economies with high average/percentage above average OECD percentage of low-performing countries/economies below the average
I-i OECD high/low performing countries/economies that are not significantly different from
the average
^ OECD Countries/economies with high rates/percentages below average OECD percentage of low-performing countries/economies above the average
Long term Short-term changes in indicators High and low performing students
Average score in PISA 2022 trend: (PISA 2018 to PISA 2022)
Average 10-year
trend
Mathematics Reading Science Mathematics Reading Science Mathematics Reading Science Percentage of high scores in al least one direction (level 5 or 6) Low performanc e percentages in all three areas (below level 2)
Average Average Average Score difference Score difference Score difference Score difference Score difference Score difference % %
OECD is average 472 476 485 -7 -4 -7 -15 -10 -2 13,7 16,4
Singapore 575 543 561 6 12 12 6 -7 10 44,5 4,2
Japan 536 516 547 2 2 4 9 12 17 28,7 5,3
Korea 527 515 528 -13 -11 -4 1 1 9 29,7 7,3
Estonia 510 511 526 1 11 -3 -13 -12 -4 20,0 5,2
Switzerland 508 483 503 -12 -7 -11 -7 -1 7 19,4 12,4
Canada * 497 507 515 -17 -9 -12 -15 -13 -3 22,7 8,1
Netherlands * 493 459 488 -20 -25 -23 -27 -26 -15 19,0 20,2
Ireland * 492 516 504 -2 -1 -7 -8 -2 8 14,7 7,5
Belgium 489 479 491 -18 -11 -11 -19 -14 -8 15,5 15,2
Denmark * 489 489 494 -9 0 -3 -20 -12 1 12,8 10,3
United Kingdom * 489 494 500 -1 2 -10 -13 -10 -5 17,9 12,0
Poland 489 489 499 5 5 -1 -27 -23 -12 15,3 11,9
Austria 487 480 491 -9 -5 -14 -12 -4 1 14,6 15,5
Australia * 487 498 507 -21 -14 -16 -4 -5 4 20,7 12,1
Czech Republic 487 489 498 -12 1 -9 -12 -2 1 15,5 12,2
Slovenia 485 469 500 -7 -7 -10 -24 -27 -7 13,0 12,0
Finland 484 490 511 -34 -23 -34 -23 -30 -11 17,9 11,5
Latvia * 483 475 494 2 3 -1 -13 -4 7 9,7 10,6
Sweden 482 487 494 -9 -11 -2 -21 -19 -6 17,0 15,2
New Zealand* 479 501 504 -24 -12 -18 -15 -5 -4 19,5 13,7
Lithuania 475 472 484 -4 2 -6 -6 -4 2 10,4 14,4
Germany 475 480 492 -12 2 -17 -25 -18 -11 14,6 16,7
France 474 474 487 -14 -8 -6 -21 -19 -6 12,9 16,8
Spain 473 474 485 -4 -1 -2 m m m 10,6 12,9
Hungary 473 473 486 -10 -5 -15 -8 -3 5 11,2 16,5
Portugal 472 477 484 8 7 5 -21 -15 -7 10,1 13,8
Italy 471 482 477 8 1 -6 -15 5 9 10,7 12,9
Vietnam** 469 462 472 m m m m m m 6,3 12,2
Norway 468 477 478 -7 -5 -7 -33 -23 -12 13,8 17,5
Malta 466 445 466 3 3 2 -6 -3 9 10,7 21,6
United States* 465 504 499 -8 2 5 -13 -1 -3 18,1 14,8
Slovak Republic 464 447 462 -16 -13 -20 -22 -11 -2 9,5 22,2
Croatia 463 475 483 -1 0 -10 -1 -3 10 9,7 13,6
Iceland 459 436 447 -24 -24 -27 -36 -38 -28 6,8 23,3
Israel 458 474 465 11 13 7 -5 3 3 15,1 21,3
Turkey 453 456 476 14 5 24 0 -10 8 7,3 18,5
Brunei Darussalam 442 429 446 m m m 12 21 15 4,5 30,0
Serbia 440 440 447 3 16 4 -8 1 8 5,0 24,5
United Arab Emirates 431 417 432 7 -12 -8 -4 -14 -2 8,8 33,9
Greece 430 438 441 -9 -12 -21 -21 -19 -11 3,9 25,7
Romania 428 428 428 6 15 3 -2 1 2 5,0 33,2
Kazakhstan 425 386 423 10 -4 6 2 -1 26 2,2 32,8
Mongolia 425 378 412 m m m m m m 2,3 39,9
Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student Guide). Long-term trends are reported for the longest period available since PISA 2003 in mathematics, PISA 2000 in reading and PISA 2006 in science. The OECD average excludes Costa Rica and Spain for short-term fluctuations. Countries and economies are ranked in descending order of average mathematics score in PISA 2022. Source: OECD, PISA 2022 database, I.B1.2.1, I.B1.2.2, I.B1.2.3, I.B1.4.42, tables, I.B1.4.43, I.B1.5.4, I.B1 .5.5 and I.B1.5.6:
Table I.1. Performance in math, reading and science [2/2] OECD Countries/economies with high average/percentage above average OECD percentage of low-performing countries/economies below the average OECD high/low performing countries/economies that are not significantly different from the average
OECD Countries/economies with high rates/percentages below average OECD percentage of low-performing countries/economies above the average
Average score in PISA 2022 Long term trend: Average 10-year trend Short-term changes in indicators (PISA 2018 to PISA 2022) High and low performing students
Mathematics Reading Science Mathematics Reading Science Mathematics Reading Science Percentage of high scores in at least one direction (level 5 or 6) Low performance percentages in all three areas (below level 2)
Average Average Average Score difference Score difference Score difference Score difference Score difference e difference % %
Bulgaria 417 404 421 3 -5 -11 -19 -16 -3 4,6 38,3
Moldova 414 411 417 14 20 5 -6 -13 -12 1,7 37,1
Qatar 414 419 432 58 59 51 0 12 13 5,2 34,2
Chile 412 448 444 -1 16 2 -6 -4 0 3,6 24,8
Uruguay 409 430 435 -8 3 5 -9 3 10 3,4 30,6
Malaysia 409 388 416 7 -12 1 -32 -27 -21 1,3 40,6
Montenegro 406 405 403 10 9 0 -24 -16 -12 1,5 41,3
Mexico 395 415 410 2 4 1 -14 -5 -9 0,7 38,4
Thailand 394 379 409 -8 -20 -8 -25 -14 -17 1,3 46,3
Peru 391 408 408 26 38 33 -9 8 4 1,3 40,8
Georgia 390 374 384 8 -2 6 -8 -6 1 1,3 51,1
Saudi Arabia 389 383 390 m m m 16 -17 4 0,3 48,6
North Macedonia 389 359 380 m -2 m -6 -34 -33 0,7 55,8
Costa Rica 385 415 411 -17 -21 -16 -18 -11 -5 1,1 38,1
Colombia 383 409 411 9 12 15 -8 -4 -2 1,5 40,7
Brazil 379 410 403 10 7 5 -5 -3 -1 2,6 42,2
Argentina 378 401 406 -5 -2 7 -2 -1 2 1,5 42,7
Jamaica* 377 410 403 m m m m m m 1,7 43,5
Albania 368 358 376 4 12 -5 -69 -47 -41 0,8 56,2
Indonesia 366 359 383 0 -5 0 -13 -12 -13 0,1 59,0
Morocco 365 339 365 m m m -3 -20 -11 0,0 68,5
Uzbekistan 364 336 355 m m m m m m 0,1 71,4
Jordan 361 342 375 -8 m m -39 m m 0,0 62,9
Panama* 357 392 388 -4 15 5 4 15 23 1,2 50,4
Philippines 355 347 356 m m m 2 7 -1 0,2 71,3
Guatemala 344 374 373 m m m 10 5 8 0,1 63,8
El Salvador 343 365 373 m m m m m m 0,2 62,8
Dominican Republic 339 351 360 m m m 14 10 25 0,1 68,4
Paraguay 338 373 368 m m m 11 3 10 0,1 61,1
Cambodia 336 329 347 m m m 12 8 17 0,0 82,2
Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student Guide). Long-term trends are reported for the longest period available since PISA 2003 in mathematics, PISA 2000 in reading and PISA 2006 in science. The OECD average excludes Costa Rica and Spain for short-term fluctuations. Countries and economies are ranked in descending order of average mathematics score in PISA 2022. Source: OECD, PISA 2022 database, I.B1.2.1, I.B1.2.2, I.B1.2.3, I.B1.4.42, tables, I.B1.4.43, I.B1.5.4, I.B1 .5.5 and I.B1.5.6:
Table I.2. Socio-economic differences in academic performance [1/2] Countries/economies with lower socioeconomic status than the OECD average Countries/economies with strong student enrollment rates above the OECD average I Countries/economies with strong socio-economic status/proportion of students not
significantly different from the OECD average
Countries/economies with a socioeconomic status above the OECD average Countries/economies with strong student participation rates below the OECD average
Short-term change in performance
in mathematics,by socio-economic
Strength: Percentage background (PISA 2018 to PISA
Percentage of The 2022)
of academical difference
Coverage variation in ly strong between The
Index 3: math students students difference Students Students
Coverage scores with poor with good between with poor with a
of the 15- explained socioecono and poor good and socio- good
year-old by ESCS mic status socio- bad economic socio-
population economic status in mathematics students according to their socioeconomic status status economic status
% % Score difference Score difference Score difference Score difference
OECD average 15,5 10,2 93 7 -17 -10
Cambodia 0,36 1,9 18,2 21 m m m
Uzbekistan 0,88 2,0 19,6 22 m m m
Kazakhstan 0,93 3,9 16,8 41 8 0 7
Albania 0,79 4,5 17,1 49 12 -68 -57
Philippines 0,83 4,8 11,6 36 -38 20 -18
Jordan 0,94 5,2 14,5 40 -15 -32 -47
Indonesia 0,85 5,5 15,2 34 -17 -6 -23
United Arab 0,94 5,8 9,5 68 -35 7 -28
Emirates
Jamaica* 0,58 6,1 15,2 45 m m m
Saudi Arabia 0,81 6,4 14,2 47 -20 27 7
Georgia 0,86 7,8 13,9 65 -12 -1 -13
Morocco 0,76 8,5 15,8 43 -8 1 -7
Iceland 0,94 9,3 11,3 72 2 -36 -34
Montenegro 0,93 9,5 14,0 67 10 -29 -19
Norway 0,91 9,6 12,6 81 12 -31 -19
Malta 0,93 10,0 12,7 83 -9 -1 -10
Dominican 0,64 10,1 12,6 45 -11 17 6
Republic
Thailand 0,75 10,1 15,0 61 -10 -22 -32
Canada* 0,92 10,2 12,7 76 7 -18 -11
Mexico 0,64 10,4 11,8 58 -8 -9 -17
United 0,97 11,0 15,2 86 3 -7 -5
Kingdom*
Paraguay 0,72 11,2 12,4 66 m m m
Qatar 0,94 11,7 7,6 84 -9 4 -5
Greece 0,91 11,8 12,0 76 -6 -16 -21
Japan 0,92 11,9 11,5 81 13 5 18
Guatemala 0,48 12,1 11,2 60 m m m
Denmark* 0,84 12,2 10,2 74 3 -23 -19
Finland 0,95 12,4 11,9 83 10 -26 -16
Chile 0,86 12,5 12,8 69 -21 7 -14
North 0,91 12,5 12,3 76 -7 -5 -12
Macedonia
Turkey 0,74 12,6 11,7 82 8 -8 0
Korea 1,00 12,6 10,9 97 9 -4 5
Ireland* 1,00 13,0 11,9 74 7 -10 -3
Croatia 0,89 13,0 10,7 82 12 -10 2
Latvia* 0,85 13,2 11,7 75 6 -16 -10
Serbia 0,87 13,4 12,3 81 5 -15 -10
Estonia 0,94 13,4 10,3 81 18 -23 -6
Italy 0,87 13,5 11,3 85 4 -15 -11
Vietnam 0,68 13,8 12,7 78 m m m
Spain 0,90 14,2 11,7 86 m m m
1. ESCS refers to the PISA index of economic, social and cultural status. 2. Academically strong students are disadvantaged students who score in the highest quartile of students in their country/economy. 3. A socioeconomically advantaged (disadvantaged) student is one who is in the upper (lower) quartile of the ESCS in their country/economy. 4. A positive (negative) score
difference indicates that the difference between strong and weak students in mathematics was larger (smaller) in PISA 2022 than in PISA 2018. 5. A positive (negative) score difference indicates that the results have improved (decreased). Between PISA 2018 and PISA 2022 between disadvantaged students or advantaged students. Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student's Guide). The OECD average excludes Costa Rica and Spain for short-term fluctuations. Countries and economies are ranked in order of increasing percentage of variance in math performance explained by the ESCS. Source: OECD, PISA 2022 database, I.B1.4.1, I.B1.4.3 and I.B1.5.19. tables: Table I.2. Socio-economic differences in academic performance [2/2] Countries/economies with lower socioeconomic status than the OECD average Countries/economies with strong student enrollment rates above the OECD average I Countries/economies with strong socio-economic status/proportion of students not significantly different from the OECD average
Countries/economies with a socioeconomic status above the OECD average
Countries/economies with strong student participation rates below the OECD average
Short-term change in performance
in mathematics,by socio-economic
Strength: Percentage background (PISA 2018 to PISA
Percentage of The 2022)
of variation academicall difference
Coverage in math y strong between The
Index 3: scores students students difference Students Students
Coverage of explained with poor with good between with poor with a
the 15-year- by ESCS socioecono and poor good and socio- good
old mic status socio- bad economic socio-
population economic status in mathematics students according to their socioeconomic status status economic status
% % Score difference Score difference Score difference Score difference
El Salvador 0,61 14,4 10,2 57 m m m
Australia* 0,90 14,6 9,9 101 20 -13 7
Brazil 0,76 14,8 10,2 77 -13 0 -13
United States* 0,86 14,9 10,6 102 5 -12 -7
Sweden 0,89 15,0 9,9 99 15 -24 -9
Netherlands* 0,79 15,1 10,6 106 17 -34 -18
Argentina 0,84 15,4 10,2 75 -21 12 -9
Moldova 0,97 15,6 10,1 82 -16 3 -12
Slovenia 1,00 15,7 9,4 91 5 -30 -25
New Zealand* 0,90 15,8 8,6 102 15 -23 -9
Brunei 0,98 16,0 10,9 86 0 13 14
Darussalam
Colombia 0,73 16,2 9,8 79 2 -7 -5
Poland 0,89 16,3 8,6 96 5 -29 -24
Lithuania 0,92 16,5 9,8 92 2 -4 -2
Singapore 0,95 17,0 10,2 112 22 -6 16
Bulgaria 0,80 17,2 7,4 108 5 -21 -16
Peru 0,86 17,3 7,4 86 -11 -2 -13
Uruguay 0,85 17,9 10,4 91 -1 -3 -4
Malaysia 0,75 18,1 9,3 82 -5 -26 -31
Mongolia 0,87 18,1 8,8 94 m m m
Portugal 0,93 18,2 9,4 101 -3 -17 -20
Germany 0,92 18,7 9,5 111 7 -26 -18
Austria 0,89 19,4 8,2 106 14 -20 -5
Israel 0,90 19,6 7,7 124 17 -11 7
Panama* 0,58 20,0 7,8 77 -5 7 2
Switzerland 0,91 20,8 8,2 117 17 -15 2
France 0,93 21,5 7,4 113 5 -22 -16
Belgium 0,99 21,8 8,2 117 1 -19 -18
Czech Republic 0,91 22,0 7,3 116 8 -18 -9
Hungary 0,86 25,1 8,2 121 7 -12 -5
Slovak Republic 0,96 25,7 6,1 133 16 -32 -15
Romania 0,76 25,8 6,6 132 24 -11 13
Costa Rica 0,78 m m m m m m
Macau (China) 0,98 5,0 16,8 55 20 -14 6
Baku 0,73 5,2 14,5 54 1 -25 -25
(Azerbaijan)
Kosovo 0,86 5,7 17,7 39 -4 -8 -12
Hong Kong 0,81 5,8 16,7 65 7 -13 -5
(China)*
Palestinian 0,78 7,4 12,3 50 m m m
Authority
Cyprus 0,94 10,9 11,6 92 17 -35 -18
Ukrainian 0,42 13,8 10,5 84 m m m
regions (18 out
of 27)
Chinese Taipei 0,93 15,7 10,1 119 27 3 30
1. ESCS refers to the PISA index of economic, social and cultural status. 2. Academically resilient students are disadvantaged students who score in the highest quartile of academic performance among students in their country/economy. 3. A socioeconomically advantaged (disadvantaged) student is one who is in the upper (lower) quartile of the ESCS in their country/economy. 4. A positive (negative) score difference indicates that the difference between strong and weak students in mathematics was larger (smaller) in PISA 2022 than in PISA 2018. 5. A positive (negative) score difference indicates that the results have improved (decreased).
Between PISA 2018 and PISA 2022 between disadvantaged students or advantaged students. Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student's Guide). The OECD average excludes Costa Rica and Spain for short-term fluctuations. Countries and economies are ranked in order of increasing percentage of variance in math performance explained by the ESCS. Source: OECD, PISA 2022 database, Tables I.B1.4.1, I.B1.4.3 and I.B1.5.19.
Table I.3. Gender differences in indicators [1/2]
Mathematics indicators Study indicators Indicators on natural
science
Short- Short- Short-
term term term
The change The changes The changes
differen in the differen in the differen in the
ce gender ce gender ce gender
Girls Boys betwee gap Girls Boys betwee gap Girls Boys betwee gap
n boys (from n boys (from n boys (from
and PISA and PISA and PISA
girls 2018 girls 2018 to girls 2018 to
until PISA PISA
PISA 2022 2022)
2022)
Avera Avera Score Score Avera Avera Score Score Avera Avera Score Score
ge ge differendifferen ge ge differendifferen ge ge differendifferen
score score ce ce score score ce ce score score ce ce
OECD 468 477 9 4 488 464 -24 5 485 485 0 2
average
Albania 378 359 -19 -14 379 339 -40 -2 391 362 -28 -12
Jordan 368 353 -15 -9 364 318 -46 m 390 358 -33 m
Philippines 362 348 -14 -3 364 329 -35 -8 363 349 -15 -11
Jamaica* 384 370 -13 m 426 391 -35 m 412 392 -20 m
Brunei 448 437 -11 -4 447 413 -34 -4 452 440 -12 -5
Darussalam
Malaysia 414 403 -10 -4 404 373 -31 -5 423 410 -13 -7
Qatar 418 410 -8 16 440 399 -40 25 443 422 -21 18
United Arab 435 428 -7 2 440 396 -45 12 441 424 -17 9
Emirates
Indonesia 369 362 -6 3 370 347 -23 2 385 380 -5 2
North 392 386 -6 1 372 346 -26 26 388 373 -15 4
Macedonia
Thailand 397 391 -6 10 391 365 -27 12 414 404 -10 9
Bulgaria 420 415 -6 -4 422 389 -33 7 430 413 -16 -1
Mongolia 427 422 -6 m 391 366 -25 m 420 405 -15 m
Georgia 393 387 -5 -1 392 357 -35 3 391 377 -14 0
Finland 487 482 -5 1 513 468 -45 7 522 500 -22 2
Dominican Republic 341 337 -4 -1 367 333 -34 -3 367 353 -13 -4
Cambodia 338 334 -4 -5 338 318 -20 -4 351 342 -9 -5
Morocco 367 363 -4 -5 350 329 -22 4 370 361 -9 0
Slovenia 485 484 -2 -2 491 447 -44 -2 508 493 -15 -5
Norway 469 468 -1 6 498 456 -42 5 485 472 -13 -3
Montenegro 406 405 0 -9 423 388 -36 -5 407 399 -8 -3
Kazakhstan 426 425 0 -2 400 373 -27 -1 426 421 -5 2
Slovak Republic 463 465 1 -3 462 433 -30 5 466 459 -7 -1
Malta 465 467 1 14 465 426 -39 10 472 460 -12 9
Saudi Arabia 388 390 2 15 399 366 -33 22 398 383 -15 13
Sweden 481 483 2 3 506 469 -37 -2 498 489 -8 -1
Iceland 457 461 3 13 454 419 -35 5 454 440 -13 -5
Panama* 355 358 4 -4 401 382 -19 -5 387 389 2 1
Moldova 412 416 4 6 427 397 -30 10 421 413 -8 3
Romania 425 430 5 0 442 415 -26 7 428 427 -1 -1
Korea 525 530 5 1 533 499 -34 -11 530 526 -3 -7
Lithuania 473 478 5 8 487 456 -31 8 487 482 -6 0
Poland 486 492 6 4 503 475 -29 4 500 498 -2 -1
Turkey 450 456 6 1 468 444 -25 0 478 473 -5 2
Greece 427 433 6 6 451 426 -25 17 446 436 -10 1
Uzbekistan 361 367 6 m 347 325 -22 m 357 353 -4 m
Estonia 507 513 6 -2 525 498 -27 4 528 524 -4 1
El Salvador 340 347 6 m 371 358 -13 m 372 374 2 m
Croatia 460 466 6 -2 493 459 -34 -1 488 477 -11 -7
Czech Republic 483 491 7 4 503 474 -29 4 499 497 -2 0
Belgium 486 493 8 -4 492 465 -28 -6 491 491 0 -5
1. A positive (negative) score difference indicates that the difference between boys and girls in mathematics was larger (smaller) in PISA 2022 than in PISA 2018. Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student Guide). The OECD average excludes Costa Rica and Spain for short-term fluctuations. Countries and economies are ranked in descending order of the gender gap in math scores. Source: OECD, PISA 2022 database, tables I.B1.4.17, I.B1.4.18, I.B1.4.19, I.B1.5.40, I.B1.5.43 and I.B1.5.46.
Table I.3. Gender differences in indicators [2/2]
Mathematics indicators Study indicators Indicators on natural science
Short-term Short-term The differe Short-term
gender gaP change gender gaP chang e nce betwe en boys and girls gende r gaP chang e
Girls Boys The differen ce betwee n boys and girls (PISA 2018 from until PISA 2022) Girls Boys The differe nce betwe en boys and girls (PISA 2018 from until PISA 2022) Girls Boys (PISA 2018 from until PISA 2022)
Avera ge score Aver age score Score differe nce Score differen ce Aver age score Avera ge score Score differen ce Score differen ce Aver age score Avera ge score Score differen ce Score differen ce
Brazil 375 383 8 0 419 402 -17 8 400 406 5 7
Japan 531 540 9 -1 524 508 -17 4 546 548 2 -1
Colombia 378 387 9 -11 414 403 -12 -1 408 414 6 -6
Latvia* 478 488 10 3 488 461 -28 5 493 495 1 10
France 469 479 10 3 484 464 -20 5 488 487 -1 0
Spain 468 478 10 m 487 462 -25 m 482 487 5 m
Vietnam** 464 475 10 m 471 453 -18 m 470 475 6 m
New Zealand* 474 484 10 2 514 488 -26 3 504 504 -1 -2
Portugal 467 477 11 2 487 466 -21 3 485 484 -2 -7
Netherlands* 487 498 11 9 473 447 -26 3 487 489 2 11
Switzerland 502 513 11 4 495 472 -24 7 502 503 0 1
Uruguay 403 414 11 3 438 423 -15 8 431 440 9 5
Serbia 434 445 11 8 453 428 -26 10 449 446 -4 1
Argentina 372 383 11 -4 408 394 -14 2 403 409 6 -4
Israel 452 463 11 20 486 462 -23 25 465 465 0 19
Australia* 481 493 11 5 509 487 -22 10 506 508 2 1
Germany 469 480 11 4 490 470 -19 6 492 493 0 1
Paraguay 332 343 11 -2 382 364 -19 -5 367 370 3 -2
Denmark* 483 495 12 8 499 479 -21 9 490 497 7 9
Mexico 389 401 12 0 419 411 -8 3 404 417 14 4
Singapore 568 581 12 8 553 533 -20 4 558 565 7 3
Canada* 491 503 12 7 519 495 -24 5 515 515 1 4
Guatemala 338 351 12 1 379 369 -9 2 370 376 6 1
Ireland* 485 498 13 7 525 507 -18 5 501 507 6 7
United States* 458 471 13 5 515 493 -22 2 496 503 7 6
United Kingdom* 482 496 14 2 503 486 -16 4 496 504 8 6
Hungary 465 480 15 6 481 465 -17 10 484 488 3 -3
Costa Rica 377 392 15 -3 417 414 -3 12 404 418 15 5
Peru 384 399 15 -1 412 404 -8 2 401 415 14 1
Chile 403 420 16 9 451 445 -7 13 436 450 14 11
Austria 478 497 19 6 491 470 -20 8 485 497 11 9
Italy 461 482 21 6 491 472 -19 6 474 481 7 3
Cyprus 426 411 -16 -7 409 355 -54 -7 426 397 -29 -8
Palestinian Authority 373 357 -16 m 371 322 -49 m 382 352 -30 m
Baku (Azerbaijan) 401 394 -7 -15 385 347 -37 -12 387 374 -12 -7
Kosovo 355 355 0 -4 355 330 -25 0 360 354 -6 0
Chinese Taipei 544 550 6 2 529 502 -27 -5 536 539 3 2
Hong Kong (China)* 536 544 9 14 512 489 -23 12 520 520 0 9
Ukrainian regions (18 out of 27) 436 446 10 m 439 416 -23 m 450 450 -1 m
Macau (China) 544 559 15 12 518 503 -14 8 542 544 2 4
1. A positive (negative) score difference indicates that the difference between boys and girls in mathematics was larger (smaller) in PISA 2022 than in PISA 2018. Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student Guide). The OECD average excludes Costa Rica and Spain for short-term fluctuations. Countries and economies are ranked in descending order of the gender gap in math scores. Source: OECD, PISA 2022 database, tables I.B1.4.17, I.B1.4.18, I.B1.4.19, I.B1.5.40, I.B1.5.43 and I.B1.5.46:
Table I.4. Immigrant students [1/2]
— Countries/economies with a higher average math score or percentage of immigrant students than the OECD average
Countries/economies with average math scores or percentage of immigrant students not significantly different from the OECD averager
I-1 Countries/economies with a lower average math score or percentage of immigrant students
than the OECD averager
In mathematics indicators
difference in scores related to
Mathematics indicator immigrant background
After taking
into account
After taking students
Nonimmigrant Second First into account socioeconomi
generation generation students c status and
Percentage immigrant immigrant socio- language
of immigrant students students economic spoken at
students status home
% Average Average Average Score difference Score difference
OECD average 12,9 -15 -5
Qatar 59,1 378 428 458 66 61
United Arab 52,9 390 466 489 88 88
Emirates
Switzerland 34,9 528 477 472 -19 -5
Canada* 34,4 497 517 499 16 15
Australia* 29,3 483 509 506 26 25
Singapore 28,6 568 608 591 15 19
New Zealand* 28,5 479 500 482 16 24
Austria 26,6 505 451 439 -25 -5
Germany 25,8 495 457 398 -32 -8
United States* 23,7 470 466 441 16 28
Sweden 21,3 499 449 423 -34 -27
Belgium 20,5 504 452 439 -25 -17
United 20,1 494 507 483 12 16
Kingdom*
Ireland* 17,4 495 489 484 0 0
France 16,5 485 438 425 -17 -9
Norway 15,9 479 448 436 -9 -11
Israel 15,1 467 468 410 1 11
Spain 15,1 481 459 433 -7 -5
Netherlands* 13,6 508 460 431 -27 -10
Greece 13,2 438 404 373 -13 -1
Costa Rica 12,5 387 373 367 m m
Malta 11,9 469 451 484 6 5
Jordan 11,5 363 376 364 10 10
Portugal 11,3 477 461 434 -25 -20
Saudi Arabia 10,8 386 412 418 27 27
Denmark* 10,7 497 445 437 -28 -21
Serbia 10,7 441 448 445 2 3
Italy 10,7 476 453 430 -3 6
Slovenia 9,8 492 447 424 -29 -6
Croatia 8,8 466 451 459 -5 -1
Estonia 8,7 514 492 475 -20 -18
Brunei Darussalam 7,9 439 475 505 47 40
Iceland 7,4 464 436 419 -15 -2
Kazakhstan 7,4 426 430 431 12 12
Chile 6,9 417 435 381 -18 -17
Finland 6,8 491 442 413 -42 -29
Montenegro 6,2 407 417 402 -2 1
Argentina 5,3 380 375 365 4 11
Panama* 4,5 358 416 410 42 48
Dominican Republic 4,2 345 311 332 -16 -12
Czech Republic 4,1 489 484 443 -13 22
1. Second-generation immigrant students are those who were born in the country of assessment but whose parent(s) were born in another country. 2. First-generation immigrant students are those who were born outside the country of assessment and whose parents were also born in another country. Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student Guide). Countries and economies are ranked in descending order of the percentage of immigrant students. Source: OECD, PISA 2022 database, Tables I.B1.7.1, I.B1.7.17 and I.B1.7.53.
Table I.4. Immigrant students [2/2] I I Countries/economies with a higher average math score or percentage of immigrant students than the OECD average
Countries/economies where average math scores or percentage of immigrant students are not significantly different from the OECD average
Countries/economies with a lower average math score or percentage of immigrant students than the OECD average
Mathematics indicator In mathematics indicators difference in scores related to immigrant background
After taking After taking into account students
Nonimmigra Second First into account socioeconomi
nt students generation generation students c status and
Percentage immigrant immigrant socio- language
of students students economic spoken at
immigrant status home
students
% Average Average Average Score Score
score score score difference difference
Latvia* 3,3 484 491 496 3 8
Colombia 2,9 387 c 366 -22 -22
Thailand 2,5 397 364 366 -12 -10
Hungary 2,2 474 499 462 7 12
Paraguay 2,1 342 352 363 10 19
Philippines 2,0 359 278 319 -78 -74
North 2,0 393 341 366 -44 -39
Macedonia
Lithuania 1,8 477 453 479 -14 -5
Slovak 1,8 467 459 454 -16 17
Republic
Moldova 1,8 416 418 378 -18 -17
Turkey 1,7 455 c 410 -55 -44
Uruguay 1,6 411 c 425 -10 -7
Malaysia 1,5 411 387 c -15 -16
Mexico 1,5 398 352 325 -56 -52
Jamaica* 1,2 383 c c -38 -32
Peru 1,2 394 c 388 -31 -31
Poland 1,2 492 c 435 -45 -30
Georgia 1,1 396 341 374 -40 -32
Bulgaria 1,1 424 c 413 -34 -22
Albania 1,1 375 c c -52 -51
Uzbekistan 1,0 365 336 c -30 -31
Guatemala 0,8 350 c c -23 -21
Japan 0,7 537 c c -29 12
El Salvador 0,7 346 c c -29 -25
Morocco 0,7 367 c 324 -59 -58
Romania 0,6 431 c c -44 -33
Brazil 0,5 384 c c -46 -31
Indonesia 0,4 367 303 c -88 -89
Korea 0,4 529 c c c c
Cambodia 0,4 340 c c c c
Mongolia 0,4 427 c c c c
Vietnam 0,1 471 c c c c
Macau (China) 60,3 543 558 564 26 25
Hong Kong 39,5 547 542 527 7 14
(China)*
Cyprus 19,5 424 419 439 20 10
Baku 4,4 404 399 385 -11 -10
(Azerbaijan)
Palestinian 2,2 368 359 329 -32 -29
Authority
Kosovo 1,4 358 340 c -17 -17
Ukrainian 0,9 439 c c -14 -18
regions (18 out
of 27)
Chinese Taipei 0,7 549 c c -56 -47
Second-generation immigrant students are those who were born in the country of assessment but whose parent(s) were born in another country. 2. First-generation immigrant students are those who were born outside the country of assessment and whose parents were also born in another country. Notes: Statistically significant values are in bold (see Appendix A3). * Care should be taken when interpreting the estimates because one or more of the PISA sampling standards were not met (see Appendices A2 and A4 in the Student Guide). Countries and economies are ranked in descending order of the percentage of immigrant students. Source: OECD, PISA 2022 database, Tables I.B1.7.1, I.B1.7.17 and I.B1.7.53.
Information for all tables is available on the Internet:
StatLink 2 https://stat.link/d84fig
Key aspects of the PISA 2022 study
Content field
PISA 2022 focuses on mathematics as sub-areas of assessment in reading, science and creative thinking. In each cycle of the PISA study, one subject is tested in detail, which accounts for almost half of the total test time. As in 2003 and 2012, in 2022, the main subject, that is, the priority direction, was mathematics. Reading was prioritized in 2000, 2009 and 2018, and science in 2006 and 2015.
With this rolling timetable, a comprehensive analysis of progress is provided every nine (or 10) years in each of the three main subjects; and trend analysis is offered every three (or four) years. As this cycle has been postponed from 2021 to 2022 due to the COVID-19 pandemic, this cycle will produce results one year later than previous cycles.
Creative thinking has been assessed as an innovative area for the first time in PISA 2022.
The PISA 2022 Assessment and Analytical Framework (OECD, 2023) provides definitions and detailed descriptions of the subjects assessed in PISA 2022:
• Mathematical literacy is defined as students' ability to express, apply, and interpret mathematics to reason mathematically and solve problems in a variety of real-world contexts. It includes concepts, procedures, facts, and tools for describing, explaining, and predicting phenomena. It helps people make informed judgments and decisions, and become constructive, active and reflective citizens of the 21st century.
• Reading literacy means the ability of students to understand, use, evaluate, reflect, and deal with texts in order to achieve their goals, develop their knowledge and potential, and participate in community life.
• Science literacy is defined as the ability of students to engage with science-related issues and science ideas as reflective citizens. A scientifically literate person is ready to engage in reasoned discourse about science and technology, which requires competencies for scientific explanation of phenomena, evaluation and design of scientific research, and scientific interpretation of data and evidence.
• Creative thinking means the ability of students to effectively participate in the generation, evaluation and improvement of ideas, as a result of which original and effective solutions, knowledge gains and effective expression of imagination can be achieved.
PISA 2022 also includes an assessment of youth financial literacy, which is optional for countries and economies.
Student participation and coverage
About 690,000 students were assessed in 2022, out of nearly 29 million 15-year-olds in schools in 81 countries and economies.
PISA students are aged between 15 years and 3 months and 16 years and 2 months at the time of assessment, and have completed at least 6 years of formal schooling. Applying this age across countries and over time gives PISA the knowledge and skills of individuals born in the same year and still in school at age 15, despite varying school and out-of-school educational histories. allows you to constantly compare your skills. They can enroll in any type of institution, participate in full-time or part-time education, academic or vocational programs, public or private schools, or foreign schools within the country.
The number of pupils participating in PISA is determined by the PISA Technical Standards as the pupils excluded from participation (see Annex A2). As a reasonable estimate, the overall within-country margin of error is below 5% to ensure that any deviations from the national averages remain within plus or minus five points, usually on the order of two standard errors. should be
Expulsions can be made through participating schools or students participating in the schools. There are several reasons why a school or student may be excluded from PISA. Schools may be excluded because they are located in remote areas and are inaccessible, too small, or because of organizational or operational factors that prevent them from participating. Students may have been excluded due to intellectual disability or limited assessment language.
Assessment of pupils
As in 2015 and 2018, PISA 2022 used computer-based tests in most countries and economies, and the assessment lasted a total of two hours per student. Computer-administered tests in mathematics and reading used a multilevel adaptive approach, in which students were assigned a block of test items based on their performance in previous blocks.
The test items consisted of a mixture of multiple-choice questions and questions that required students to write their own answers. The questions are divided into groups based on a passage that reflects a real-life situation. More than 15 hours of tests were covered in reading, math, science, and creative thinking, with different students taking different combinations of test items.
There were six different types of test forms representing different combinations of two of the four domains (ie, the three core domains and the innovation domain). Typically, 94 percent of students in each country/economy took 60 minutes of math as the major domain and another 60 minutes in one of three minor or innovative domains (reading, science, or creative thinking).
In addition, 6 percent of students received test forms consisting of two sub-areas. Each test form has sufficient sample size to allow psychometric analysis and assessment of all tasks in each country/economy and relevant subgroups within the country/economy, such as boys and girls or students from different social and economic backgrounds filled in by students.
In addition, PISA 2022 retained the paper-based version of the assessment, which included only trend questions used in previous paper-based assessments. The evaluation based on this paper was carried out in four countries: Cambodia, Guatemala, Paraguay and Vietnam.
The financial literacy assessment has been proposed again as an optional computer-based test in PISA 2022. It was based on a revised framework based on the updated PISA 2022 framework. Cognitive tools include trending questions designed specifically for PISA 2022 and a new set of interactive questions.
Conduct surveys
Students answered the survey, which took about 35 minutes to complete. The questionnaire is aimed at obtaining information about students' attitudes, character and beliefs, home, school and educational experiences. School principals completed a questionnaire covering school management and organization and learning environment. Both students and school leaders answered questions from the Global Crises module in their survey. These questions are aimed at eliciting their perspectives on how learning is organized when schools are closed due to the COVID-19 pandemic.
Some countries/economies also distributed additional questionnaires to obtain additional information. These include: a questionnaire for teachers asking about themselves and their teaching practices; and for parents, their attitudes and involvement in their child's schooling and learning.
Countries/economies may also choose to distribute two other optional student surveys: the Student Computer Literacy Survey and the Student Well-Being Survey. A financial literacy survey was also distributed to students in countries/economies that had a voluntary financial literacy assessment.
How did countries score in PISA?
What does the data tell us?
• Singapore scored significantly higher on average than all other countries and economies participating in PISA 2022 in mathematics (575 points), reading (543 points) and science (561 points).
• In mathematics, six East Asian educational systems (Hong Kong [China], Japan, Korea, Macau [China], Singapore, and Chinese Taipei) outperformed all other countries and economies. In terms of reading, the education systems of Singapore, Ireland scored the highest, as did Estonia, Japan, Korea and Chinese Taipei, and outperformed 75 other countries and economies. The six East Asian countries/economies, Canada and Estonia are the top performing countries in natural sciences.
• The difference between the highest and lowest performing countries in mathematics was 153 points among OECD countries and 238 points among all education systems participating in PISA 2022.
• The difference between the 90th percentile (only 10% of students scored high) and the 10th percentile (only 10% of students scored low) in mathematics is greater than 135 points in all
countries and economies. An average of 235 points separates this border across the OECD countries.
PISA measures student performance as the extent to which 15-year-olds leaving compulsory education have acquired the knowledge and skills needed to participate fully in modern societies, particularly in key areas such as reading, mathematics and science. measures.
This article examines student performance in PISA 2022. It provides information on average performance in maths, reading and science for each country and economy, how it compares with other countries and economies, and the average performance in OECD countries. It then examines performance variation within and between countries and economies; for example, it shows how large the gap in scores is between the highest-achieving and lowest-achieving students in each country and economy. It also examines how changes in performance relate to average performance across PISA participating countries and economies. A ranking of student performance across all countries and economies participating in PISA 2022 follows.
Trends in student performance over time are also considered in this article. Both short-term changes between PISA 2018 and 2022 and long-term trajectories of student performance across countries' overall participation in PISA are provided.
Average scores in math, reading, and science
In PISA 2022, the average mathematics score among OECD countries is 472; the average score for study is 476 points; and the average score in natural science was 485 points. Singapore scored significantly higher in mathematics (575 points), reading (543 points) and science (561 points) than all other countries/economies participating in PISA 2022.
Table I.2.1, Table I.2.2 and Table I.2.3 show the averages for each country/economy and show the pairs of countries/economies for which the differences between the averages are statistically significant. For each country/economy shown in the middle column, countries/economies whose averages are not statistically significantly different are in the right column. In these tables, countries and economies are divided into three broad groups: those whose averages are statistically close to the OECD average (marked in light gray); those whose average indicators are higher than the average indicator of OECD (marked in blue); and those with average scores below the ECO average (marked in dark gray).
In mathematics, six East Asian education systems (Hong Kong [China], Japan, Korea, Macau [China], Singapore, and Chinese Taipei) outperformed all other countries and economies (Table I.2.1). A further 17 countries, ranging from Estonia (510 average) to New Zealand (479 average), also scored above the OECD average.
After the best (Singapore) education system in terms of reading, Ireland followed suit with Estonia, Japan, Korea and Chinese Taipei; and exceeded all other countries/economies (Table I.2.1). In addition to these six countries and economies, 14 other education systems scored above the OECD average, ranging from Macau, China (average score of 510) to Italy (average score of 482).
Except for Austria, Belgium, Latvia, the Netherlands and Slovenia, all countries and economies that performed above the OECD average in mathematics also scored above the OECD average in reading. Similarly, except for Italy and the United States, all countries and economies that performed above the OECD average in reading also performed above the OECD average in mathematics.
The education systems with the highest performance in science are Canada, Estonia, Hong Kong (China), Japan, Korea, Macau (China), Singapore and Chinese Taipei (Table I.2.2). Finland scores as well as Canada in science. In addition to these nine countries and economies, 15 other education systems scored above the ECO science average, ranging from Australia (average score of 507) to Belgium (average score of 491).
All countries and economies (with the exception of six countries/economies) performing above the OECD average in science also scored above the OECD average in mathematics and reading. Austria, Belgium, Latvia and Slovenia performed above the OECD average in science and mathematics, but not in reading; The United States performed above the OECD average in science and reading, but not in math; Germany scored above the OECD average in science, but not in math or reading. In both of these subjects, the German average score is not statistically significantly different from the OECD average.
Eighteen countries and economies achieved above the OECD average in mathematics, reading and science (Australia, Canada, Czech Republic, Denmark, Estonia, Finland, Hong Kong [China], Ireland, Japan, Korea, Macau [China], New Zealand, Poland, Singapore, Sweden, Switzerland, Chinese Taipei, and the United Kingdom).
The difference between the highest and lowest performing countries is 153 points in mathematics among OECD countries and 238 points among all education systems participating in PISA 2022. In reading, the gap between the highest and lowest scores is 107 points among OECD countries and 214 points among all education systems participating in PISA 2022. The difference between the highest and lowest performing countries in science is 137 points among OECD countries and 214 points among all education systems participating in PISA 2022.
Table I.2.1. Comparison of indicators of countries and economies in mathematics [1/2] - Statistically significantly higher than the OECD average
Statistically, it does not significantly differ from the OECD averageStatistik significantly lower than the OECD average
Aver Comparable Countries and economies whose average scores are statistically not significantly different
age country/econo from the scores of the comparison countries/economies
score my
575 Singapore
552 Macau (China) Chinese Taipei
547 Chinese Taipei Macau (China), Hong Kong (China)*
540 Hong Kong (China)* Chinese Taipei, Japan
536 Japan Hong Kong (China)*, Korea
527 Korea Japan
510 Estonia Switzerland
508 Switzerland Estonia
497 Canada* Netherlands*
493 Netherlands* Canada*, Ireland*, Belgium, Denmark*, United Kingdom*, Poland, Austria, Australia*, Czech Republic
492 Ireland* Netherlands*, Belgium, Denmark*, United Kingdom*, Poland,
489
489
489
489
487
487
487
485
484
483
482
479
475
475
474
473
473
472
471
469
468
Austria, Australia*, Czech Republic Netherlands*, Ireland*, Denmark*, United Kingdom*, Poland, Austria,
Australia*, Czech Republic, Slovenia, Finland Netherlands*, Ireland*, Belgium, United Kingdom*, Poland, Austria, Australia*, Czech Republic, Finland Netherlands*, Ireland*, Belgium, Denmark*, Poland, Austria, Australia*, Czech Republic, Slovenia, Finland, Latvia* Netherlands*, Ireland*, Belgium, Denmark*, United Kingdom*, Austria, Australia*, Czech Republic, Slovenia, Finland, Latvia* Netherlands*, Ireland*, Belgium, Denmark*, United Kingdom*, Poland, Australia*, Czech Republic, Slovenia, Finland, Latvia*,
Sweden
Netherlands*, Ireland*, Belgium, Denmark*, United Kingdom*, Poland, Austria, Czech Republic, Slovenia, Finland, Latvia*, Sweden Netherlands*, Ireland*, Belgium, Denmark*, United Kingdom*, Poland, Austria, Australia*, Slovenia, Finland, Latvia*, Sweden Belgium, United Kingdom*, Poland, Austria, Australia*, Czech Republic, Finland, Latvia*, Sweden Belgium, Denmark*, United Kingdom*, Poland, Austria, Australia*, Czech Republic, Slovenia, Latvia*, Sweden, New Zealand* United Kingdom*, Poland, Austria, Australia*, Czech Republic, Slovenia, Finland, Sweden, New Zealand* Austria, Australia*, Czech Republic, Slovenia, Finland, Latvia*, New
Zealand*, Germany Finland, Latvia*, Sweden, Lithuania, Germany, France
New Zealand*, Germany, France, Spain, Hungary, Portugal, Italy,
Vietnam
Sweden, New Zealand*, Lithuania, France, Spain, Hungary, Portugal,
Italy, Vietnam, Norway New Zealand*, Lithuania, Germany, Spain, Hungary, Portugal, Italy, Vietnam, Norway, United States of America* Lithuania, Germany, France, Hungary, Portugal, Italy, Vietnam, Norway, United States* Lithuania, Germany, France, Spain, Portugal, Italy, Vietnam, Norway,
United States*
Lithuania, Germany, France, Spain, Hungary, Italy, Vietnam, Norway, United States of America* Lithuania, Germany, France, Spain, Hungary, Portugal, Vietnam, Norway, Malta, United States*, Slovak Republic Lithuania, Germany, France, Spain, Hungary, Portugal, Italy, Norway, Malta, United States*, Slovak Republic, Croatia Germany, France, Spain, Hungary, Portugal, Italy, Vietnam, Malta, United States*, Slovak Republic, Croatia
466 Malta Italy, Vietnam, Norway, United States*, Slovak Republic, Croatia
465 United States France, Spain, Hungary, Portugal, Italy, Vietnam, Norway, Malta,
of America* Slovak Republic, Croatia, Iceland, Israel
464 Slovak Republic Italy, Vietnam, Norway, Malta, United States*, Croatia, Iceland, Israel
463 Croatia Vietnam, Norway, Malta, United States*, Slovak Republic, Iceland, Israel
459 Iceland United States*, Slovak Republic, Croatia, Israel
458 Israel United States*, Slovak Republic, Croatia, Iceland
453 Turkey Israel
442 Brunei Darussalam Ukrainian regions (18 of 27), Serbia
441 Ukrainian regions (18 of 27) Brunei Darussalam, Serbia
440 Serbia Brunei Darussalam, Ukrainian regions (18 of 27)
431 United Arab Emirates Greece, Romania
430 Greece United Arab Emirates, Romania, Kazakhstan, Mongolia
428 Romania United Arab Emirates, Greece, Kazakhstan, Mongolia
425 Kazakhstan Greece, Romania, Mongolia
425 Mongolia Greece, Romania, Kazakhstan, Bulgaria
418 Cyprus Bulgaria, Moldova
417 Bulgaria Mongolia, Cyprus, Moldova, Qatar, Chile
414 Moldova Cyprus, Bulgaria, Qatar, Chile, Uruguay, Malaysia
414 Qatar Bulgaria, Moldova, Chile
412 Chile Bulgaria, Moldova, Qatar, Uruguay, Malaysia
409 Uruguay Moldova, Chile, Malaysia, Montenegro
Countries and economies are ranked in descending order of math averages. Source: OECD, PISA 2022 database, Table I.B1.2.1.
I.2.1- Table. Comparison of indicators of countries and economies in mathematics [2/2]
i Statistically significantly higher than the OECD average —| Statistically, it does not significantly differ from the OECD average Statistically significantly lower than the OECD average
Avera Comparable Countries and economies whose average scores are statistically not
ge country/econo significantly different from the scores of the comparison
score my countries/economies
409 Malaysia Moldova, Chile, Uruguay, Montenegro
406 Montenegro Uruguay, Malaysia
397 Baku (Azerbaijan) Mexico, Thailand, Peru
395 Mexico Baku (Azerbaijan), Thailand, Peru, Georgia
394 Thailand Baku (Azerbaijan), Mexico, Peru, Georgia, Saudi Arabia, North
Macedonia
391 Peru Baku (Azerbaijan), Mexico, Thailand, Georgia, Saudi Arabia, North Macedonia
390 Georgia Mexico, Thailand, Peru, Saudi Arabia, North Macedonia, Costa Rica, Colombia
389 Saudi Arabia Thailand, Peru, Georgia, North Macedonia, Costa Rica, Colombia
389 North Macedonia Thailand, Peru, Georgia, Saudi Arabia, Costa Rica, Colombia
385 Costa Rica Georgia, Saudi Arabia, North Macedonia, Colombia, Jamaica*
383 Colombia Georgia, Saudi Arabia, North Macedonia, Costa Rica, Brazil, Argentina, Jamaica*
379 Brazil Colombia, Argentina, Jamaica*
378 Argentina Colombia, Brazil, Jamaica*
377 Jamaica* Costa Rica, Colombia, Brazil, Argentina
368 Albania Palestine, Indonesia, Morocco, Uzbekistan
366 Palestinian Authority Albania, Indonesia, Morocco, Uzbekistan, Jordan
366 Indonesia Albania, Palestinian Authority, Morocco, Uzbekistan, Jordan
365 Morocco Albania, Palestinian Authority, Indonesia, Uzbekistan, Jordan, Panama*
364 Uzbekistan Albania, Palestinian Authority, Indonesia, Morocco, Jordan
361 Jordan Palestine, Indonesia, Morocco, Uzbekistan, Panama*
357 Panama* Morocco, Jordan, Kosovo, Philippines
355 Kosovo Panama*, Philippines
355 Philippines Panama*, Kosovo
344 Guatemala El Salvador, Dominican Republic
343 Salvador Guatemala, Dominican Republic
339 Dominican Republic Guatemala, El Salvador, Paraguay, Cambodia
338 Paraguay Dominican Republic, Cambodia
336 Cambodia Dominican Republic, Paraguay
Countries and economies are ranked in descending order of math averages. Source: OECD, PISA 2022 database, Table I.B1.2.1.
Table I.2.2. Comparing countries and economies in reading [1/2]
□ Statistically significantly higher than the OECD average Statistically, it does not significantly differ from the OECD average Statistically significantly lower than the OECD average
Averag e score Comparable country/econo my Countries and economies whose average is not statistically significantly different from the comparison country/economy score
543 Singapore
516 Ireland* Japan, Korea, Chinese Taipei, Estonia
516 Japan Ireland*, Korea, Chinese Taipei, Estonia, Macau (China)
515 Korea Ireland*, Japan, Chinese Taipei, Estonia, Macau (China)
515 Chinese Taipei Ireland*, Japan, Korea, Estonia, Macau (China)
511 Estonia Ireland*, Japan, Korea, Chinese Taipei, Macau (China), Canada*, USA*
510 Macau (China) Japan, Korea, Chinese Taipei, Estonia, Canada*, USA*
507 Canada* Estonia, Macau (China), USA*
504 United Estonia, Macau (China), Canada*, New Zealand*, Hong Kong
States* (China)*, Australia*, United Kingdom*
501 New Zealand* USA*, Hong Kong (China)*, Australia*
500 Hong Kong (China)* USA*, New Zealand*, Australia*, UK*
498 Australia* USA*, New Zealand*, Hong Kong (China)*, United Kingdom*
494 United USA*, Hong Kong (China)*, Australia*, Finland, Denmark*,
Kingdom* Poland, Czech Republic
490 Finland United Kingdom*, Denmark*, Poland, Czech Republic, Sweden
489 Denmark* United Kingdom*, Finland, Poland, Czech Republic, Sweden, Switzerland, Italy
489 Poland United Kingdom*, Finland, Denmark*, Czech Republic, Sweden, Switzerland, Italy
489 Czech United Kingdom*, Finland, Denmark*, Poland, Sweden,
Republic Switzerland
487 Sweden Finland, Denmark*, Poland, Czech Republic, Switzerland, Italy, Austria, Germany
483 Switzerland Denmark*, Poland, Czech Republic, Sweden, Italy, Austria, Germany, Belgium, Portugal
482 Italy Denmark*, Poland, Sweden, Switzerland, Austria, Germany, Belgium, Portugal, Norway, Croatia, Latvia*, France, Israel
480 Austria Sweden, Switzerland, Italy, Germany, Belgium, Portugal, Norway, Croatia, Latvia*, Spain, France, Israel, Hungary
480 Germany Sweden, Switzerland, Italy, Austria, Belgium, Portugal, Norway, Croatia, Latvia*, Spain, France, Israel, Hungary and Lithuania
479 Belgium Switzerland, Italy, Austria, Germany, Portugal, Norway, Croatia, Latvia*, Spain, France, Israel, Hungary
477 Portugal Switzerland, Italy, Austria, Germany, Belgium, Norway, Croatia, Latvia*, Spain, France, Israel, Hungary, Lithuania
477 Norway Italy, Austria, Germany, Belgium, Portugal, Croatia, Latvia*, Spain, France, Israel, Hungary and Lithuania
475 Croatia Italy, Austria, Germany, Belgium, Portugal, Norway, Latvia*, Spain, France, Israel, Hungary, Lithuania
475 Latvia* Italy, Austria, Germany, Belgium, Portugal, Norway, Croatia, Spain, France, Israel, Hungary, Lithuania
474 Spain Austria, Germany, Belgium, Portugal, Norway, Croatia, Latvia*, France, Israel, Hungary, Lithuania
474 France Italy, Austria, Germany, Belgium, Portugal, Norway, Croatia, Latvia*, Spain, Israel, Hungary, Lithuania, Slovenia
474 Israel Italy, Austria, Germany, Belgium, Portugal, Norway, Croatia, Latvia*, Spain, France, Hungary, Lithuania, Slovenia
473 Hungary Austria, Germany, Belgium, Portugal, Norway, Croatia, Latvia*, Spain, France, Israel, Lithuania, Slovenia
472 Lithuania Germany, Portugal, Norway, Croatia, Latvia*, Spain, France, Israel, Hungary, Slovenia
469 Slovenia France, Israel, Hungary, Lithuania, Vietnam**
462 Vietnam** Slovenia, Netherlands*, Turkey
459 Netherlands * Vietnam**, Turkey
456 Turkey Vietnam**, Netherlands*
448 Chile Slovak Republic, Malta
447 Slovak Republic Chile, Malta, Serbia
445 Malta Chile, Slovak Republic, Serbia
440 Serbia Slovak Republic, Malta, Greece, Iceland
438 Greece Serbia, Iceland
436 Iceland Territories of Serbia, Greece, Uruguay, Romania, Ukraine (18 out of 27)
430 Uruguay Territories of Iceland, Brunei Darussalam, Romania, Ukraine (18 out of 27)
429 Brunei Darussalam Uruguay, Romania, Ukraine regions (18 out of 27)
428 Romania Territories of Iceland, Uruguay, Brunei Darussalam, Ukraine (18 out of 27)
428 Ukrainian regions (18 out of 27) Iceland, Uruguay, Brunei Darussalam, Romania
419 Qatar United Arab Emirates, Mexico, Costa Rica
417 United Arab Emirates Qatar, Mexico, Costa Rica, Jamaica*
415 Mexico Qatar, United Arab Emirates, Costa Rica, Moldova, Brazil, Jamaica*, Colombia, Peru
415 Costa Rica Qatar, United Arab Emirates, Mexico, Moldova, Brazil, Jamaica*, Colombia, Peru
411 Moldova Mexico, Costa Rica, Brazil, Jamaica*, Colombia, Peru, Bulgaria
410 Brazil Mexico, Costa Rica, Moldova, Jamaica*, Colombia, Peru, Bulgaria
** Caution is required when comparing estimates based on PISA 2022 with other countries/economies, as strong links to the international PISA reading scale have not been
established (see Student Guide and Appendix A4). Countries and economies are ranked in descending order of average reading scores. Source: OECD, PISA 2022 database, table I. B1.2.2. Table I.2.2. Comparing countries and economies in reading [2.2] Statistically significantly higher than the OECD average -I Statistically, it does not significantly differ from the OECD average Statistically significantly lower than the OECD average
** Caution is required when comparing estimates based on PISA 2022 with other countries/economies, as strong links to the international PISA reading scale have not been established (see Student Guide and Appendix A4). Countries and economies are ranked in
410 Jamaica* United Arab Emirates, Mexico, Costa Rica, Moldova, Brazil, Colombia, Peru, Montenegro, Bulgaria, Argentina
409 Colombia Mexico, Costa Rica, Moldova, Brazil, Jamaica*, Peru, Montenegro, Bulgaria, Argentina
408 Peru Mexico, Costa Rica, Moldova, Brazil, Jamaica*, Colombia, Montenegro, Bulgaria
405 Montenegro Jamaica*, Colombia, Peru, Bulgaria, Argentina
404 Bulgaria Moldova, Brazil, Jamaica*, Colombia, Peru, Montenegro, Argentina
401 Argentina Jamaica*, Colombia, Montenegro, Bulgaria
392 Panama* Malaysia, Kazakhstan
388 Malaysia Panama*, Kazakhstan, Saudi Arabia
386 Kazakhstan Panama*, Malaysia, Saudi Arabia
383 Saudi Arabia Malaysia, Kazakhstan, Cyprus, Thailand, Mongolia
381 Cyprus Saudi Arabia, Thailand, Mongolia
379 Thailand Saudi Arabia, Cyprus, Mongolia, Guatemala, Georgia, Paraguay
378 Mongolia Saudi Arabia, Cyprus, Thailand, Guatemala, Georgia, Paraguay
374 Guatemala Thailand, Mongolia, Georgia, Paraguay
374 Georgia Thailand, Mongolia, Guatemala, Paraguay
373 Paraguay Thailand, Mongolia, Guatemala, Georgia
365 Baku (Azerbaijan) El Salvador, Indonesia
365 El Salvador Baku (Azerbaijan), Indonesia, Albania
359 Indonesia Baku (Azerbaijan), El Salvador, North Macedonia, Albania, Dominican Republic
359 North Macedonia Indonesia, Albania
358 Albania El Salvador, Indonesia, North Macedonia
351 Dominican Republic Indonesia, Palestinian Authority, Philippines
349 Palestinian Authority Dominican Republic, Philippines
347 Philippines Dominican Republic, Palestinian Authority, Kosovo, Jordan, Morocco
342 Kosovo Philippines, Jordan, Morocco
342 Jordan Philippines, Kosovo, Morocco
339 Morocco Philippines, Kosovo, Jordan, Uzbekistan
336 Uzbekistan Morocco
329 Cambodia
descending order of average reading scores. Source: OECD, PISA 2022 database, table I. B1.2.2.
Table I.2.3. Comparing countries and economies in science [1/2]
□ Statistically higher than the OECD average Statistically significantly above the OECD average Statistically, it is much lower than the OECD average
Average Comparable Countries and economies whose average is not statistically significantly
score country/economy different from the comparison country/economy score
561 Singapore
547 Japan Macau (China)
543 Macau (China) Japan, Chinese Taipei
537 Chinese Taipei Macau (China), Korea
528 Korea Chinese Taipei, Estonia, Hong Kong (China)*
526 Estonia Korea, Hong Kong (China)*
520 Hong Kong (China)* Korea, Estonia, Canada*
515 Canada* Hong Kong (China)*, Finland
511 Finland Canada*, Australia*
507 Australia* Finland, New Zealand*, Ireland*, Switzerland, USA*
504 New Zealand* Australia*, Ireland*, Switzerland, Slovenia, Great Britain*, USA*, Poland
504 Ireland* Australia*, New Zealand*, Switzerland, Slovenia, Great Britain*, USA*, Poland, Czech Republic
503 Switzerland Australia*, New Zealand*, Ireland*, Slovenia, United Kingdom*, USA*, Poland, Czech Republic
500 Slovenia New Zealand*, Ireland*, Switzerland, United Kingdom*, USA*, Poland, Czech Republic
500 United New Zealand*, Ireland*, Switzerland, Slovenia, USA*,
Kingdom* Poland, Czech Republic, Latvia*, Denmark*, Sweden, Germany
499 United States* Australia*, New Zealand*, Ireland*, Switzerland, Slovenia, United Kingdom*, Poland, Czech Republic, Latvia*, Denmark*, Sweden, Germany, Austria, Belgium, Netherlands*
499 Poland New Zealand*, Ireland*, Switzerland, Slovenia, United Kingdom*, USA*, Czech Republic, Latvia*, Denmark*, Sweden, Germany
498 Czech Republic Ireland*, Switzerland, Slovenia, Great Britain*, USA*, Poland, Latvia*, Denmark*, Sweden, Germany and Austria
494 Latvia* UK*, USA*, Poland, Czech Republic, Denmark*, Sweden, Germany, Austria, Belgium, Netherlands*, France
494 Denmark* UK*, USA*, Poland, Czech Republic, Latvia*, Sweden, Germany, Austria, Belgium, Netherlands*, France
494 Sweden UK*, USA*, Poland, Czech Republic, Latvia*,
492
491
491
488
487
486
485
484
484
483
478
477
476
472
466
465
462
450
447
447
446
444
Germany
Austria
Belgium
Netherlands*
France
Hungary
Spain
Lithuania
Portugal
Croatia
Norway
Italy
Turkey
Vietnam
Malta
Israel
Slovak Republic
Ukrainian regions (18 out of 27)
Serbia
Iceland
Brunei Darussalam
Chile
Denmark*, Germany, Austria, Belgium, Netherlands*,
France
UK*, USA*, Poland, Czech Republic, Latvia*, Denmark*, Sweden, Austria, Belgium, Netherlands*, France, Hungary, Lithuania, Portugal
USA*, Czech Republic, Latvia*, Denmark*, Sweden, Germany, Belgium, Netherlands*, France, Hungary, Lithuania, Portugal
USA*, Latvia*, Denmark*, Sweden, Germany, Austria, Netherlands*, France, Hungary, Lithuania, Portugal
USA*, Latvia*, Denmark*, Sweden, Germany, Austria, Belgium, France, Hungary, Spain, Lithuania, Portugal,
Croatia
Latvia*, Denmark*, Sweden, Germany, Austria, Belgium, Netherlands*, Hungary, Spain, Lithuania, Portugal, Croatia
Germany, Austria, Belgium, Netherlands*, France, Spain, Lithuania, Portugal, Croatia
Netherlands*, France, Hungary, Lithuania, Portugal,
Croatia
Germany, Austria, Belgium, Netherlands*, France, Hungary, Spain, Portugal, Croatia, Norway, Italy
Germany, Austria, Belgium, Netherlands*, France, Hungary, Spain, Lithuania, Croatia, Norway, Italy
Netherlands*, France, Hungary, Spain, Lithuania, Portugal, Norway, Italy
Lithuania, Portugal, Croatia, Italy, Turkey, Vietnam
Lithuania, Portugal, Croatia, Norway, Turkey, Vietnam
Norway, Italy, Vietnam
Norway, Italy, Turkey, Malta, Israel
Vietnam, Israel, Slovak Republic
Vietnam, Malta, Slovak Republic
Malta, Israel
Serbia, Iceland, Brunei Darussalam, Chile
Ukrainian territories (18 out of 27), Iceland, Brunei Darussalam, Chile, Greece
Ukrainian territories (18 out of 27), Serbia, Brunei Darussalam, Chile, Greece
Ukrainian regions (18 out of 27), Serbia, Iceland, Chile,
Greece
Territories of Ukraine (18 out of 27), Serbia, Iceland, Brunei Darussalam, Greece
441 Greece Serbia, Iceland, Brunei Darussalam, Chile, Uruguay
435 Uruguay Greece, Qatar, United Arab Emirates, Romania
432 Qatar Uruguay, United Arab Emirates, Romania
432 United Arab Emirates Uruguay, Qatar, Romania
428 Romania Uruguay, Qatar, United Arab Emirates, Kazakhstan, Bulgaria
423 Kazakhstan Romania, Bulgaria
421 Bulgaria Romania, Kazakhstan, Moldova, Malaysia
417 Moldova Bulgaria, Malaysia, Mongolia, Colombia, Costa Rica
416 Malaysia Bulgaria, Moldova, Mongolia, Colombia, Costa Rica, Cyprus, Mexico, Thailand
Countries and economies are ranked in descending order of science averages. Source: OECD, PISA 2022 database, Table I.B1.2.3.
Table I.2.3. Comparing countries and economies in science [2/2]
- Statistically higher than the OECD average
Not statistically significantly different from the OECD average Statistically, it is much lower than the OECD average
Average Comparable Countries and economies whose average is not statistically significantly different
score country/economy from the comparison country/economy score
412 Mongolia Moldova, Malayziya, Kolumbiya, Kosta-Rika, Cyprus, Meksika, Thailand, Peru, Argentina
411 Colombia Moldova, Malayziya, Mo'g'uliston, Kosta-Rika, Kipr, Meksika, Thailand, Peru, Argentina, Yamayka*
411 Costa Rica Moldova, Malayziya, Mo'g'uliston, Kolumbiya, Kipr, Meksika, Thailand, Peru, Argentina, Yamayka*
411 Cyprus Malayziya, Mo'g'uliston, Kolumbiya, Kosta-Rika, Meksika, Thailand, Peru, Argentina, Yamayka*
410 Mexico Malayziya, Mo'g'uliston, Kolumbiya, Kosta-Rika, Cypr, Thailand, Peru, Argentina, Yamayka*
409 Thailand Malayziya, Mo'g'uliston, Kolumbiya, Kosta-Rika, Kipr, Meksika, Peru, Argentina, Braziliya, Yamayka*
408 Peru Mo'g'uliston, Kolumbiya, Kosta-Rika, Cyprus, Meksika, Thailand, Argentina, Chernogoriya, Braziliya, Yamayka*
406 Argentina Mo'g'uliston, Kolumbiya, Kosta-Rika, Cyprus, Meksika, Thailand, Peru, Chernogoriya, Braziliya, Yamayka*
403 Montenegro Peru, Argentina, Brazil, Yamayka*
403 Brazil Thailand, Peru, Argentina, Chernogoriya, Yamayka*
403 Jamaica* Kolumbiya, Kosta-Rika, Cyprus, Meksika, Thailand, Peru, Argentina, Chernogoriya, Braziliya
390 Saudi Arabia Panama*
388 Panama* Saudiya Arabistoni, Gruziya, Indonesia, Boku (Ozarbayjon)
384 Georgia Panama*, Indonesia, Boku (Ozarbayjon), Shimoliy Makedoniya
383 Indonesia Panama*, Gruziya, Boku (Ozarbayjon), Shimoliy Makedoniya
380 Baku Panama*, Gruziya, Indonesia, Shimoliy Makedoniya, Albaniya,
(Azerbaijan) Jordaniya
380 North Macedonia Gruziya, Indonesia, Boku (Ozarbayjon), Albaniya
376 Albania Boku (Ozarbayjon), Shimoliy Makedoniya, Jordaniya, Salvador, Guatemala
375 Jordan Boku (Ozarbayjon), Albaniya, Salvador, Guatemala, Falastin ma'muriyati
373 El Salvador Albaniya, Jordan, Guatemala, Falastin ma'muriyati, Paragvay, Marokash
373 Guatemala Albaniya, Jordaniya, Salvador, Falastin ma'muriyati, Paraguay, Marokash
369 Palestinian Authority Jordaniya, Salvador, Guatemala, Paraguay, Marokash
368 Paraguay Salvador, Guatemala, Falastin ma'muriyati, Marokash
365 Morocco Salvador, Guatemala, Falastin ma'muriyati, Paragvay, Dominikan Respublikasi
360 Dominican Republic Marokash, Kosovo, Philippines, O'zbekiston
357 Kosovo Dominikan Respublikasi, Philippines, O'zbekiston
356 Philippines Dominikan Respublikasi, Kosovo, O'zbekiston
355 Uzbekistan Dominikan Respublikasi, Kosovo, Philippines
347 Cambodia
Countries and economies are ranked in descending order of science averages. Source: OECD, PISA 2022 database, Table I.B1.2.3.
REFERENCES
1. O'zbekiston Respublikasi Prezidentining 2019 yil 29 apreldagi "Xalq ta'limi tizimini 2030 yilgacha rivojlantirish konsepsiyasini tasdiqlash to'g'risida" PF-5712-sonli farmonida xalqaro PISA tadqiqotiga oid vazifalar.
2. OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en
3. Executive Summary p. 26-35, Key features of PISA 2022 p. 40-41, Howw did countries perform in PISA?, p.49-57.
