Global Japanese Data Rankings

Population> [10]

	Malta
Population (ten thousands) (2021)	51.7 [171/216 countries]
Popuation growth (annual) (2021)	0.6% [126/217 countries]
Popuation change in the last 20 years (2001-2021)	31.5% [92/217 countries]
0-14 years, % of the total population (2021)	14.4% [182/193 countries]
15-64 years, % of the total population (2021)	63.8% [114/193 countries]
65 years and over, % of the total population (2021)	21.8% [7/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	82.7 [12/199 countries]
Life expectancy at birth - Female (years) (2020)	84.6 [17/199 countries]
Life expectancy at birth - Male (years) (2020)	80.8 [10/199 countries]
Population density (per square kilometer) (2021)	1,615.2 [8/216 countries]

Marriage and sex> [3]

Birth> [8]

Parent-child relations> [0]

Family> [0]

Domestic problems> [1]

Migration> [2]

	Malta
Statutory number of members (As of February 16, 2023)	65 [145/190 countries]
Inhabitants per parliamentarian (2021)	6,585 [169/192 countries]
% of women in parliament (As of February 16, 2023)	27.85% [80/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	38.57% [9/143 countries]

	Malta
General government expenditures as % of GDP (2022)	42.7% [41/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-4.43% [158/180 countries]
General government gross debt as % of GDP (2022)	57% [87/185 countries]

	Malta
General government revenues as % of GDP (2022)	37% [45/189 countries]
Corporate income tax rate (central + sub-central) (2021)	35.00% [1/111 countries]
Taxes on income, profits and capital gains, % of GDP (2019)	12.6% [16/117 countries]
Social security contributions, % of GDP (2019)	5.0% [45/113 countries]

	Malta
Crude marriage rate (marriages per 1,000 population)	2.2 (2020) [40/45 countries]
Crude divorce rate (divorces per 1,000 population)	0.5 (2020) [44/44 countries]
Relative divorce rate (ratio of divorces to marriages in the latest year) (2008-2020)	0.23 [42/44 countries]

	Malta
Fertility rate, total (births per woman) (2020)	1.13 [196/200 countries]
Crude birth rate (per 1,000 people) (2020)	8.6 [188/204 countries]
Mean age of women at childbirth (2020)	30.7 [22/43 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	6 [159/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	5.6 [139/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	6 [143/194 countries]
Adolescent fertility rate (Births per 1,000 women aged 15-19) (2020)	11.7 [147/194 countries]
% of births outside of marriage (2018)	25.9% [34/42 countries]

	Malta
Voter turnout in the national election	85.6% (2022) [20/199 countries]

	Malta
Evaluation of control of corruption (0-100) (2021)	64.9 [74/209 countries]

	Malta
Proportion of ever-partnered women and girls aged 15?49 years subjected to physical and/or sexual violence by a current or former intimate partner in their lifetime (%) (2018)	17% [128/151 countries]

	Malta
International migrant stock (% of immigrants in the population) (2020)	26.0% [43/231 countries]
Refugee population by country or territory of asylum (2019)	8,908 [76/164 countries]

	Malta
GDP (current US$, billions) (2021)	17.201 [127/192 countries]
GDP per capita (current US$) (2021)	33,329 [33/192 countries]
GDP per capita (PPP, current international$) (2021)	49,560 [28/192 countries]
GNI per capita, Atlas method (current US$) (2021)	30,560 [26/173 countries]
Shadow economy, as % of GDP (2015)	29.4% [73/158 countries]

	Malta
Price level index - Gross Domestic Product [= the whole national economy] (OECD=100) (2017)	75 [25/49 countries]
Price level index - Food (OECD=100) (2017)	99 [21/49 countries]
Price level index - Bread and cereals (OECD=100) (2017)	97 [23/49 countries]
Price level index - Meat (OECD=100) (2017)	95 [22/49 countries]
Price level index - Fish (OECD=100) (2017)	107 [17/49 countries]
Price level index - Milk, cheese and eggs (OECD=100) (2017)	105 [18/49 countries]
Price level index - Fruits, vegetables, potatoes (OECD=100) (2017)	97 [18/49 countries]
Price level index - Non-alcoholic beverages (OECD=100) (2017)	111 [15/49 countries]
Price level index - Alcoholic beverages (OECD=100) (2017)	93 [22/49 countries]
Price level index - Tobacco (OECD=100) (2017)	103 [18/49 countries]
Price level index - Clothing and footwear (OECD=100) (2017)	104 [18/49 countries]
Price level index - Housing, water, electricity, gas and other fuels (OECD=100) (2017)	51 [35/49 countries]
Price level index - Hospital services (OECD=100) (2017)	50 [28/49 countries]
Price level index - Transport (OECD=100) (2017)	95 [26/49 countries]
Price level index - Communication (OECD=100) (2017)	77 [22/49 countries]
Price level index - Recreation and culture (OECD=100) (2017)	82 [28/49 countries]
Price level index - Education (OECD=100) (2017)	85 [21/49 countries]
Price level index - Restaurants and hotels (OECD=100) (2017)	80 [30/49 countries]
Price level index - Construction (OECD=100) (2017)	62 [23/49 countries]

	Malta
New business density (new registrations per 1,000 people ages 15-64) (2020)	10.05 [12/121 countries]

	Malta
Employment in agriculture (% of total employment) (2019)	1.0% [177/187 countries]
Employment in agriculture (% of total employment) (2019)	1.0% [177/187 countries]
Employment in industry (% of total employment) (2019)	18.9% [99/187 countries]

	Malta
Pre-school enrolment rates, children aged 0 to 2 year old	54.8% (2014) [10/44 countries]
Pre-school enrolment rates, children aged 3 to 5 year old	94.3% (2017) [14/46 countries]

	Malta
% of the parents who often read books to their child before they began primary school (2019)	60.4% [15/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	60.6% [12/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	67.9% [8/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	65.7% [3/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	67.4% [24/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	42.0% [24/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	51.3% [8/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	56.9% [14/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	51.2% [18/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	63.2% [2/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	65.1% [1/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	70.9% [9/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	69.4% [11/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	75.1% [10/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	46.8% [21/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	64.0% [9/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	54.5% [18/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	17.2% [21/53 countries]

	Malta
% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	54.3% [25/53 countries]
% of the children who could read some words very well when they began primary school (2019)	28.7% [38/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	13.9% [41/53 countries]
% of the children who could read a story very well when they began primary school (2019)	9.1% [40/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	43.0% [29/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	51.3% [48/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	23.8% [40/53 countries]

	Malta
% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	18.4% [50/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	17.1% [44/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	14.1% [43/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	60.6% [48/53 countries]

	Malta
% of Grade 4 students who have their own room (2019)	75.8% [21/57 countries]
% of Grade 4 students who have internet connection at home (2019)	97.8% [6/57 countries]
% of Grade 4 students who have their own mobile phone (2019)	60.6% [35/57 countries]

	Malta
% of Grade 4 students who are absent from school once a week (2019)	6.4% [37/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	43.3% [13/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	41.9% [3/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	47.7% [26/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2011)	50.9% [24/49 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	60.8% [30/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2011)	58.6% [32/49 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	57.2% [38/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2011)	59.1% [38/49 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	74.5% [16/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	74.2% [20/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	49.8% [24/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2011)	55.4% [30/49 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	48.3% [18/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2011)	47.6% [20/49 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	46.2% [16/57 countries]
% of Grade 4 students who say that other students spread lies about them (2011)	53.0% [15/49 countries]
% of Grade 4 students who say that other students stole something from them (2019)	30.0% [22/57 countries]
% of Grade 4 students who say that other students stole something from them (2011)	37.3% [20/49 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	28.0% [17/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	50.7% [10/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2011)	61.5% [3/48 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	36.0% [9/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2011)	33.9% [11/49 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	15.6% [16/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	10.9% [16/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	7.7% [14/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	30.2% [14/57 countries]

	Malta
Average score of mathematics achievement of 4th grade (2019)	509 [33/57 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	49.3% [42/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	60.9% [22/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	19.3% [14/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	10.0% [41/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	72.8% [14/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	62.9% [21/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	52.6% [23/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	40.3% [36/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	53.4% [19/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	59.4% [19/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	66.0% [17/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	65.5% [24/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	75.4% [21/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	84.9% [19/57 countries]
% of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons (2019)	86.7% [12/57 countries]
% of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons (2019)	85.7% [16/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	24.4% [15/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	33.6% [7/56 countries]
% of Grade 4 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson (2019)	20.8% [17/56 countries]
% of Grade 4 students who say that their teacher has to wait a long time for students to quiet down in every or almost everymathematics lesson (2019)	41.7% [2/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	37.1% [2/56 countries]
% of Grade 4 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson (2019)	36.4% [24/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	59.0% [21/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	16.8% [17/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	11.4% [30/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	46.9% [25/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	16.6% [15/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	30.7% [30/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	45.5% [22/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	18.1% [13/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	17.1% [17/57 countries]

	Malta
Average score of science achievement of 4th grade (2019)	496 [35/57 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	28.8% [27/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	61.2% [22/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	16.4% [16/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	9.3% [31/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	77.9% [17/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	64.3% [22/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	78.5% [16/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	58.8% [19/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	78.5% [16/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	50.7% [23/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	59.3% [28/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	67.9% [26/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	74.3% [26/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	79.8% [25/57 countries]
% of Grade 4 students who agree a lot that their teacher does a variety of things to help them learn in science lessons (2019)	80.2% [19/57 countries]
% of Grade 4 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons (2019)	76.6% [22/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	58.2% [23/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	10.8% [31/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	10.8% [30/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	49.0% [26/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	40.1% [25/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	13.0% [23/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	14.1% [19/57 countries]

	Malta
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	25.3% [16/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	2.6% [40/52 countries]

	Malta
% of the parents of Grade 4 students who agree a lot that their childfs school does a good job including them in their childfs education (2019)	83.0% [5/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	84.4% [4/52 countries]
% of the parents of Grade 4 students who agree a lot that their childfs school cares about their child's progress in school (2019)	85.8% [3/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job informing them of his/her progress (2019)	84.3% [5/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	71.9% [3/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in reading (2019)	78.7% [12/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in mathematics (2019)	75.0% [13/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school does a good job in helping him/her become better in science (2019)	66.2% [18/52 countries]

	Malta
% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	61.8% [44/52 countries]

	Malta
Average score of mathematics achievement of 8th grade (2015)	494 [17/38 countries]

	Malta
Average score of science achievement of 8th grade (2015)	481 [21/38 countries]

	Malta
Lower secondary education teachers: Total working hours (2018)	36.71 [27/48 countries]
Lower secondary education teachers: Hours spent on teaching (2018)	18.59 [31/47 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2018)	8.56 [5/48 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2018)	3.12 [15/48 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2018)	5.38 [8/48 countries]
Lower secondary education teachers: Hours spent on counselling students (2018)	2.57 [15/48 countries]
Lower secondary education teachers: Hours spent in participation in school management (2018)	1.16 [31/48 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2018)	2.38 [29/48 countries]
Lower secondary education teachers: Hours spent on professional development activities (2018)	1.64 [33/48 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2018)	1.38 [27/48 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2018)	1.60 [32/48 countries]
Lower secondary education teachers: Hours spent engaging in other work tasks (2018)	2.04 [18/48 countries]
% of lower secondary education teachers who present a summary of recently learned content (2018)	75.21% [28/48 countries]
% of lower secondary education teachers who set goals at the beginning of instruction (2018)	84.75% [23/48 countries]
% of lower secondary education teachers who explain what they expect students to learn (2018)	87.68% [34/48 countries]
% of lower secondary education teachers who explain how new and old topics are related (2018)	81.31% [38/48 countries]
% of lower secondary education teachers who present tasks for which there is no obvious solution (2018)	30.91% [30/48 countries]
% of lower secondary education teachers who give tasks that require students to think critically (2018)	59.64% [27/48 countries]
% of lower secondary education teachers who have students work in small groups to come up with a joint solution to a problem or task (2018)	42.68% [36/48 countries]
% of lower secondary education teachers who ask students to decide on their own procedures for solving complex tasks (2018)	40.63% [33/48 countries]
% of lower secondary education teachers who tell students to follow classroom rules (2018)	76.75% [25/48 countries]
% of lower secondary education teachers who tell students to listen to what they say (2018)	76.01% [22/48 countries]
% of lower secondary education teachers who calm students who are disruptive (2018)	68.99% [21/48 countries]
% of lower secondary education teachers who tell students to quieten down quickly when the lesson begins (2018)	74.30% [13/48 countries]
% of lower secondary education teachers who refer to a problem from everyday life or work to demonstrate why new knowledge is useful (2018)	77.29% [26/48 countries]
% of lower secondary education teachers who let students practise similar tasks until they know that every student has understood the subject matter (2018)	75.16% [22/48 countries]
% of lower secondary education teachers who give students projects that require at least one week to complete (2018)	35.29% [13/48 countries]
% of lower secondary education teachers who let students use ICT for projects or class work (2018)	48.01% [28/47 countries]
% of lower secondary education teachers who would like to change to another school if possible (2018)	13.50% [38/48 countries]
% of lower secondary education teachers who enjoy working at the present school (2018)	92.08% [14/48 countries]
% of lower secondary education teachers who would recommend the present school as a good place to work (2018)	87.03% [18/48 countries]
% of lower secondary education teachers satisfied with their performance in the present school (2018)	96.33% [11/48 countries]
% of lower secondary education teachers satisfied with the present job all in all (2018)	84.61% [44/48 countries]

	Malta
Performance on the reading (15 years old, average score) (2018)	448.23 [44/76 countries]
Performance on the reading (15 years old, average score) (2015)	447 [43/72 countries]
Performance on the mathematics (15 years old, average score) (2018)	471.72 [39/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	479 [35/72 countries]
Performance on the science (15 years old, average score) (2018)	456.59 [43/77 countries]
Performance on the science (15 years old, average score) (2015)	465 [40/72 countries]

	Malta
% of 15-year-old students who have a computer they can use for school work in their home (2018)	92.4% [17/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	52.5% [32/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	55.1% [25/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	70.2% [16/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	34.0% [54/79 countries]

	Malta
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	35.9% [14/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	30.4% [19/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	38.4% [8/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	32.7% [23/72 countries]
% of 15 year old students who say that the teacher has to wait a long time for the students to quieten down in their language lessons (2018)	37.5% [5/77 countries]
% of 15 year old students who say that the teacher has to wait a long time for the students to quieten down in their language lessons (2009)	34.6% [8/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	20.2% [17/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	19.8% [24/72 countries]
% of 15 year old students who say that students don't start working for a long time after the lesson begins in their language lessons (2018)	27.2% [16/77 countries]
% of 15 year old students who say that students don't start working for a long time after the lesson begins in their language lessons (2009)	27.4% [18/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	79.1% [27/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	78.2% [29/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	82.5% [33/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	78.1% [21/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	71.1% [51/76 countries]
% of 15 year old students who say that the teacher asks questions to check whether they have understood what was taught in their language lessons (2018)	75.9% [44/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	38.0% [62/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	65.1% [74/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	79.3% [15/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	73.9% [20/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	75.6% [14/76 countries]
% of 15 year old students who say that their teacher adapts the lesson to their class's needs and knowledge in their language lessons (2018)	58.2% [21/77 countries]
% of 15 year old students who say that their teacher provides individual help when a student has difficulties understanding a topic or task in their language lessons (2018)	55.8% [34/77 countries]
% of 15 year old students who say that their teacher changes the structure of the lesson on a topic that most students find difficult to understand in their language lessons (2018)	48.0% [18/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	49.3% [8/76 countries]
% of 15 year old students who say that their teacher tells them in which areas they can still improve in their language lessons (2018)	55.5% [9/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	55.1% [16/76 countries]
% of 15 year old students who agree that it was clear to them that their teacher liked teaching them in their language lessons (2018)	76.3% [30/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	65.5% [24/76 countries]
% of 15 year old students who agree that it was clear that the teacher likes to deal with the topic of the lesson in their language lessons (2018)	80.2% [30/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	75.0% [36/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	29.0% [29/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	27.4% [53/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	31.1% [26/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	21.9% [30/77 countries]
% of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons (2018)	52.9% [54/77 countries]
% of 15 year old students who say that the teacher encourages students to express their opinion about a text in their language lessons (2009)	57.3% [47/73 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2018)	37.5% [58/77 countries]
% of 15 year old students who say that the teacher helps students relate the stories they read to their lives in their language lessons (2009)	28.8% [63/73 countries]
% of 15 year old students who say that the teacher shows students how the information in texts builds on what they already know in their language lessons (2018)	53.3% [40/77 countries]
% of 15 year old students who say that the teacher shows students how the information in texts builds on what they already know in their language lessons (2009)	48.1% [40/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	57.2% [43/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	62.0% [38/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	19.2% [50/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	54.7% [69/77 countries]
% of 15 year old students who are told to list and write a short description of the main characters in their language lessons (2018)	59.6% [66/77 countries]
% of 15 year old students who are told to discuss in small groups with other students who read the same book or chapter in their language lessons (2018)	50.4% [52/77 countries]
% of 15 year old students who are told to give their personal thoughts about the book or the chapter in their language lessons (2018)	62.5% [72/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	73.6% [66/77 countries]
% of 15 year old students who are told to compare the content of the book or the chapter with their own experience in their language lessons (2018)	32.9% [65/77 countries]
% of 15 year old students who are told to compare the book with other books or texts on a similar topic in their language lessons (2018)	50.2% [46/77 countries]
% of 15 year old students who are told to select a passage they liked or disliked and explain why in their language lessons (2018)	45.2% [62/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	53.2% [58/77 countries]

	Malta
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	70.4% [11/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	82.6% [8/77 countries]
% of 15 year old students who have learned at school how to compare different web pages and decide what information is more relevant (2018)	68.6% [15/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	83.4% [6/77 countries]
% of 15 year old students who have learned at school how to use the short description below the links in the list of results of a search (2018)	61.7% [11/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	58.1% [22/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	72.1% [1/77 countries]

	Malta
% of 15 year old students who read only if they have to (2018)	43.8% [48/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	36.9% [46/77 countries]
% of 15 year old students who like talking about books with other people (2018)	36.3% [55/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	25.4% [32/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	47.2% [55/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	3.9% [58/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	4.9% [47/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	15.4% [36/77 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	7.4% [49/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	7.1% [64/77 countries]
% of 15-year olds who read books more often in paper format (2018)	32.2% [39/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	18.2% [40/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	15.1% [48/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	14.7% [64/77 countries]
% of 15-year olds who agree that they are good readers (2018)	84.9% [2/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	75.7% [3/77 countries]
% of 15-year olds who agree that they read fluently (2018)	78.2% [23/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	14.1% [62/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	36.7% [68/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	19.8% [58/77 countries]

	Malta
% of 15-year olds who read emails several times a day (2018)	15.4% [13/77 countries]
% of 15-year olds who chat on line several times a day (2018)	78.9% [14/77 countries]
% of 15-year olds who read online news several times a day (2018)	23.9% [45/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	25.1% [50/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	18.3% [18/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	20.5% [43/77 countries]

	Malta
% of those who agree that there were many words they could not understand in the PISA test (2018)	19.0% [42/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	15.2% [57/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	20.0% [43/77 countries]

	Malta
Extent to which 15-year-olds think of concentrating on the parts of the text that are easy to understand as useful for understanding and memorising the text (2018)	3.19 [51/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.28 [20/77 countries]
Extent to which 15-year-olds think of discussing its content with other people after reading the text as useful for understanding and memorising the text (2018)	3.17 [62/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	3.96 [44/77 countries]
Extent to which 15-year-olds think of summarising the text in their own words as useful for understanding and memorising the text (2018)	3.69 [65/77 countries]
Extent to which 15-year-olds think of reading the text aloud to another person as useful for understanding and memorising the text (2018)	3.02 [35/77 countries]
Extent to which 15-year-olds think of checking that each paragraph is covered in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	3.24 [45/77 countries]
Extent to which 15-year-olds think of I trying to copy out accurately as many sentences as possible as useful for writing a summary of a long and rather difficult two-page text (2018)	2.66 [40/77 countries]
Extent to which 15-year-olds think of reading the text as many times as possible before writing the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	3.50 [40/77 countries]
Extent to which 15-year-olds think of carefully checking whether the most important facts in the text are represented in the summary as useful for writing a summary of a long and rather difficult two-page text (2018)	4.17 [33/77 countries]
Extent to which 15-year-olds think of reading through the text, underlining the most important sentences, and then writing them in their own words as useful for writing a summary of a long and rather difficult two-page text (2018)	4.09 [36/77 countries]