Global Japanese Data Rankings

	Jordan
Pulses, food supply quantity (kg/capita/year) (2019)	5.93 [69/179 countries]
Beans, food supply quantity (kg/capita/year) (2019)	0.32 [119/171 countries]
Peas, food supply quantity (kg/capita/year) (2019)	0.11 [107/168 countries]
Soyabeans, food supply quantity (kg/capita/year) (2019)	0.03 [116/178 countries]
Nuts and products, food supply quantity (kg/capita/year) (2019)	1.78 [59/179 countries]
Groundnuts, food supply quantity (kg/capita/year) (2019)	1.35 [63/179 countries]
Coconuts - Incl Copra, food supply quantity (kg/capita/year) (2019)	0.23 [91/179 countries]
Sesame seed, food supply quantity (kg/capita/year) (2019)	0.67 [21/137 countries]
Olives (including preserved), food supply quantity (kg/capita/year) (2019)	8.24 [5/179 countries]
Vegetable Oils, food supply quantity (kg/capita/year) (2019)	20.66 [14/179 countries]
Soyabean Oil, food supply quantity (kg/capita/year) (2019)	3.77 [45/178 countries]
Groundnut Oil, food supply quantity (kg/capita/year) (2019)	0.00 [103/177 countries]
Sunflowerseed Oil, food supply quantity (kg/capita/year) (2019)	6.78 [16/177 countries]
Rape and Mustard Oil, food supply quantity (kg/capita/year) (2019)	0.01 [76/140 countries]
Palm Oil, food supply quantity (kg/capita/year) (2019)	3.86 [38/148 countries]
Coconut Oil, food supply quantity (kg/capita/year) (2019)	0.06 [77/158 countries]
Olive Oil, food supply quantity (kg/capita/year) (2019)	2.18 [13/179 countries]
Maize Germ Oil, food supply quantity (kg/capita/year) (2019)	1.36 [13/171 countries]

	Jordan
Statutory number of members (As of February 16, 2023)	130 [98/190 countries]
Inhabitants per parliamentarian (2021)	46,969 [97/192 countries]
% of women in parliament (As of February 16, 2023)	12.31% [157/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	11.54% [115/143 countries]

	Jordan
General government expenditures as % of GDP (2022)	32.0% [90/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-2.08% [93/180 countries]
General government gross debt as % of GDP (2022)	91% [26/185 countries]

	Jordan
Population (ten thousands) (2021)	1,026.9 [89/216 countries]
Popuation growth (annual) (2021)	2.0% [43/217 countries]
Popuation change in the last 20 years (2001-2021)	96.8% [9/217 countries]
0-14 years, % of the total population (2021)	32.1% [59/193 countries]
15-64 years, % of the total population (2021)	63.9% [110/193 countries]
65 years and over, % of the total population (2021)	4.0% [137/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	74.7 [92/199 countries]
Life expectancy at birth - Female (years) (2020)	76.4 [104/199 countries]
Life expectancy at birth - Male (years) (2020)	73.0 [82/199 countries]
Population density (per square kilometer) (2021)	115.7 [89/216 countries]

	Jordan
% of those who think that adultery is always wrong (2018)	86.3% [11/46 countries]
% of those who think that homosexuality is always wrong (2018)	81.2% [10/47 countries]

	Jordan
Fertility rate, total (births per woman) (2020)	2.64 [73/200 countries]
Crude birth rate (per 1,000 people) (2020)	21.1 [72/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	46 [96/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	12.9 [99/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	15 [99/194 countries]
Adolescent fertility rate (Births per 1,000 women aged 15-19) (2020)	25.8 [114/194 countries]

	Jordan
Voter turnout in the national election	29.9% (2020) [194/199 countries]

	Jordan
Evaluation of control of corruption (0-100) (2021)	57.7 [89/209 countries]

	Jordan
Extent of satisfaction with the relationships with family members (7 steps) (2018)	6.19 [3/47 countries]

	Jordan
Prevalence of stunting in children under 5 (%) (2020)	7.3% [117/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	7.1% [62/154 countries]
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)	24% [70/151 countries]

	Jordan
International migrant stock (% of immigrants in the population) (2020)	33.9% [33/231 countries]
Refugee population by country or territory of asylum (2019)	2,966,079 [2/164 countries]

	Jordan
GDP (current US$, billions) (2021)	45.354 [91/192 countries]
GDP per capita (current US$) (2021)	4,417 [116/192 countries]
GDP per capita (PPP, current international$) (2021)	10,933 [115/192 countries]
GNI per capita, Atlas method (current US$) (2021)	4,480 [98/173 countries]

	Jordan
% of those who have confidence in business and industry (2018)	88.3% [4/47 countries]

	Jordan
New business density (new registrations per 1,000 people ages 15-64) (2020)	0.43 [108/121 countries]

	Jordan
Employment in agriculture (% of total employment) (2019)	2.5% [158/187 countries]
Employment in agriculture (% of total employment) (2019)	2.5% [158/187 countries]
Employment in industry (% of total employment) (2019)	24.5% [50/187 countries]

	Jordan
% of Grade 8 students who have their own room (2019)	54.6% [36/38 countries]
% of Grade 8 students who have their own room (2011)	50.0% [36/41 countries]
% of Grade 8 students who have internet connection at home (2019)	83.7% [32/39 countries]
% of Grade 8 students who have internet connection at home (2011)	43.1% [36/42 countries]
% of Grade 8 students who have their own mobile phone (2019)	64.8% [36/39 countries]

	Jordan
% of Grade 8 students who use Internet to access the textbook or other course materials (2019)	59.8% [21/38 countries]
% of Grade 8 students who use Internet to access assignments posted online by their teacher (2019)	45.0% [28/38 countries]
% of Grade 8 students who use Internet to collaborate with classmates on assignments or projects (2019)	75.4% [25/38 countries]
% of Grade 8 students who use Internet to communicate with the teacher (2019)	48.6% [15/38 countries]
% of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science (2019)	72.9% [18/38 countries]
% of Grade 8 students who use Internet to access learning games or activities related to mathematics or science (2019)	56.2% [8/38 countries]

	Jordan
% of Grade 8 students who are absent from school once a week (2019)	11.4% [10/39 countries]
% of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday (2019)	35.4% [31/39 countries]
% of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	38.1% [13/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2019)	61.9% [4/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2011)	88.9% [15/42 countries]
% of Grade 8 students who agree a lot that they like being in school (2007)	65.7% [17/52 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2019)	64.9% [2/39 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2011)	84.8% [23/42 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2019)	66.0% [2/39 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2011)	85.9% [19/42 countries]
% of Grade 8 students who agree a lot that teachers at their school are fair to them (2019)	64.3% [2/39 countries]
% of Grade 8 students who agree a lot that they are proud to go to their school (2019)	69.3% [2/39 countries]
% of Grade 8 students who say that other students said mean things about their physical appearance (2019)	32.3% [34/38 countries]
% of Grade 8 students who say that other students spread lies about them (2019)	38.8% [27/38 countries]
% of Grade 8 students who say that other students spread lies about them (2011)	50.7% [16/41 countries]
% of Grade 8 students who say that other students shared their secrets with others (2019)	35.2% [26/38 countries]
% of Grade 8 students who say that other students refused to talk to them (2019)	27.4% [30/38 countries]
% of Grade 8 students who say that other students insulted a member of their family (2019)	19.1% [30/38 countries]
% of Grade 8 students who say that other students stole something from them (2019)	28.4% [17/38 countries]
% of Grade 8 students who say that other students stole something from them (2011)	52.7% [5/41 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2019)	16.0% [24/37 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2011)	19.7% [21/41 countries]
% of Grade 8 students who say that other students sent them nasty or hurtful messages online (2019)	18.0% [22/38 countries]
% of Grade 8 students who say that other students shared nasty or hurtful things about them online (2019)	13.8% [17/38 countries]
% of Grade 8 students who say that other students shared embarrassing photos of them online (2019)	13.1% [23/38 countries]
% of Grade 8 students who say that other students threatened them (2019)	14.5% [21/38 countries]
% of Grade 8 students who say that other students physically hurt them (2019)	16.8% [20/38 countries]
% of Grade 8 students who say that other students physically hurt them (2011)	33.8% [13/41 countries]
% of Grade 8 students who say that other students excluded them from their group (2019)	19.5% [28/38 countries]
% of Grade 8 students who say that other students damaged something of theirs on purpose (2019)	22.9% [16/38 countries]

	Jordan
Average score of mathematics achievement of 8th grade (2019)	420 [33/39 countries]
Average score of mathematics achievement of 8th grade (2015)	386 [34/38 countries]
Average score of mathematics achievement of 8th grade (2011)	406 [29/34 countries]
Average score of mathematics achievement of 8th grade (2007)	427 [20/26 countries]
Average score of mathematics achievement of 8th grade (2003)	424 [19/23 countries]
Average score of mathematics achievement of 8th grade (1999)	428 [15/17 countries]
% of Grade 8 students who work problems on their own in every or almost every lesson (2019)	57.9% [10/39 countries]
% of Grade 8 students who agree a lot that they enjoy learning mathematics (2019)	51.9% [4/39 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study mathematics (2019)	18.4% [19/39 countries]
% of Grade 8 students who agree a lot that mathematics is boring (2019)	17.9% [19/39 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in mathematics (2019)	56.9% [2/39 countries]
% of Grade 8 students who agree a lot that they like mathematics very much (2019)	49.9% [2/39 countries]
% of Grade 8 students who agree a lot that they like any schoolwork that involves numbers (2019)	46.8% [2/39 countries]
% of Grade 8 students who agree a lot that they like to solve mathematics problems (2019)	49.1% [2/39 countries]
% of Grade 8 students who agree a lot that they look forward to mathematics lessons (2019)	39.7% [3/39 countries]
% of Grade 8 students who agree a lot that mathematics is one of their favorite subjects (2019)	43.6% [2/39 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	55.9% [8/39 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	59.1% [3/39 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	73.0% [2/39 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining mathematics (2019)	78.4% [2/39 countries]
% of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in mathematics lessons (2019)	76.9% [2/39 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons (2019)	73.1% [1/39 countries]
% of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in mathematics lessons (2019)	79.5% [2/39 countries]
% of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	20.3% [20/38 countries]
% of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	23.0% [17/38 countries]
% of Grade 8 students who say that it is too disorderly for students to work well in every or almost every mathematics lesson (2019)	16.4% [14/38 countries]
% of Grade 8 students who say that their teacher has to wait a long time for students to quiet down in every or almost every mathematics lesson (2019)	21.3% [15/38 countries]
% of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	18.3% [18/38 countries]
% of Grade 8 students who say that their teacher has to keep telling them to follow the classroom rules in every or almost every mathematics lesson (2019)	43.3% [5/38 countries]
% of Grade 8 students who agree a lot that they usually do well in mathematics (2019)	58.9% [2/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	21.2% [6/39 countries]
% of Grade 8 students who agree a lot that mathematics is not one of their strengths (2019)	24.8% [21/39 countries]
% of Grade 8 students who agree a lot that they learn things quickly in mathematics (2019)	45.1% [2/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them nervous (2019)	19.0% [12/39 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems (2019)	33.3% [2/39 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics (2019)	49.6% [2/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than any other subject (2019)	26.9% [7/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them confused (2019)	21.4% [12/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will help them in their daily life (2019)	71.6% [4/39 countries]
% of Grade 8 students who agree a lot that they need mathematics to learn other school subjects (2019)	61.5% [3/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get into the university of their choice (2019)	76.2% [2/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want (2019)	69.9% [3/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using mathematics (2019)	42.2% [3/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world (2019)	64.2% [3/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults (2019)	66.4% [3/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics (2019)	73.7% [2/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in mathematics (2019)	75.1% [3/39 countries]

	Jordan
Average score of science achievement of 8th grade (2019)	452 [31/39 countries]
Average score of science achievement of 8th grade (2015)	426 [31/38 countries]
Average score of science achievement of 8th grade (2011)	449 [25/34 countries]
Average score of science achievement of 8th grade (2007)	482 [16/26 countries]
Average score of science achievement of 8th grade (2003)	475 [18/23 countries]
Average score of science achievement of 8th grade (1999)	450 [15/17 countries]
% of Grade 8 students who conduct science experiments at least once a week (2019)	40.6% [6/26 countries]
% of Grade 8 students who agree a lot that they enjoy learning science (2019)	72.8% [2/26 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study science (2019)	16.9% [7/26 countries]
% of Grade 8 students who agree a lot that science is boring (2019)	14.5% [7/26 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in science (2019)	71.5% [4/26 countries]
% of Grade 8 students who agree a lot that they like science very much (2019)	69.5% [3/26 countries]
% of Grade 8 students who agree a lot that they look forward to science lessons (2019)	65.7% [2/26 countries]
% of Grade 8 students who agree a lot that science teaches them how things in the world work (2019)	76.4% [2/26 countries]
% of Grade 8 students who agree a lot that they like to conduct science experiments (2019)	77.0% [1/26 countries]
% of Grade 8 students who agree a lot that science is one of their favorite subjects (2019)	65.1% [2/26 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	63.0% [4/26 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in science lessons (2019)	65.6% [2/26 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	74.0% [2/26 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining science (2019)	79.0% [1/26 countries]
% of Grade 8 students who agree a lot that their teacher does a variety of things to help them learn in science lessons (2019)	76.9% [2/26 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in science lessons (2019)	72.6% [1/26 countries]
% of Grade 8 students who agree a lot that their teacher explains a topic again when they don't understand in science lessons (2019)	79.2% [1/26 countries]
% of Grade 8 students who agree a lot that they usually do well in science (2019)	70.9% [2/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than for many of their classmates (2019)	18.1% [2/26 countries]
% of Grade 8 students who agree a lot that science is not one of their strengths (2019)	22.4% [2/26 countries]
% of Grade 8 students who agree a lot that they learn things quickly in science (2019)	64.9% [2/26 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult science problems (2019)	53.0% [2/26 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at science (2019)	60.3% [2/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than any other subject (2019)	18.8% [2/26 countries]
% of Grade 8 students who agree a lot that science makes them confused (2019)	19.3% [3/26 countries]
% of Grade 8 students who agree a lot that learning science will help them in their daily life (2019)	76.9% [2/39 countries]
% of Grade 8 students who agree a lot that they need science to learn other school subjects (2019)	65.4% [2/39 countries]
% of Grade 8 students who agree a lot that they need to do well in science to get into the university of their choice (2019)	70.5% [2/39 countries]
% of Grade 8 students who agree a lot that they need to do well in science to get the job they want (2019)	66.2% [2/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using science (2019)	57.1% [2/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about science to get ahead in the world (2019)	67.2% [2/39 countries]
% of Grade 8 students who agree a lot that learning science will give them more job opportunities when they are adults (2019)	65.9% [2/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in science (2019)	69.7% [2/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in science (2019)	75.5% [2/39 countries]
% of Grade 8 students whose teacher gives them homework in mathematics every day (2019)	48.3% [12/39 countries]
% of Grade 8 students whose teacher gives them homework in science every day (2019)	28.9% [2/26 countries]

	Jordan
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	45.9% [17/38 countries]
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	38.2% [10/38 countries]

	Jordan
% of Grade 8 students who expect them to finish undergraduate or postgraduate degree (2019)	76.5% [8/39 countries]

	Jordan
Performance on the reading (15 years old, average score) (2018)	419.06 [55/76 countries]
Performance on the reading (15 years old, average score) (2015)	408 [60/72 countries]
Performance on the mathematics (15 years old, average score) (2018)	399.76 [64/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	380 [66/72 countries]
Performance on the science (15 years old, average score) (2018)	429.25 [51/77 countries]
Performance on the science (15 years old, average score) (2015)	409 [63/72 countries]
% of 15 year old students who have ever repeated a grade (2009)	6.6% [36/65 countries]

	Jordan
% of 15-year-old students who have a computer they can use for school work in their home (2018)	64.5% [66/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	29.3% [73/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	33.6% [64/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	37.3% [74/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	78.2% [2/79 countries]

	Jordan
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	22.9% [49/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	19.2% [52/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	26.0% [47/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	24.8% [47/72 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)	25.2% [36/77 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)	25.8% [38/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	21.7% [12/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	24.4% [9/72 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)	23.0% [35/77 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)	26.0% [23/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	84.3% [10/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	83.3% [8/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	85.5% [20/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	84.5% [4/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	82.9% [11/76 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)	85.2% [11/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	72.7% [8/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	79.4% [28/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	75.5% [27/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	77.6% [12/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	75.9% [12/76 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)	53.9% [35/77 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)	64.0% [12/77 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)	58.8% [3/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	49.0% [9/76 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)	52.1% [15/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	56.4% [12/76 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)	75.2% [38/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	71.2% [17/76 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)	81.3% [24/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	76.1% [33/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	37.5% [8/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	36.7% [27/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	26.9% [38/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	24.1% [23/77 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)	63.8% [15/77 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)	66.2% [18/73 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)	63.0% [8/77 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)	54.2% [13/73 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)	63.1% [9/77 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)	57.6% [14/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	69.9% [6/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	69.9% [14/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	4.8% [73/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	56.0% [68/77 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)	61.0% [60/77 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)	62.1% [22/77 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)	70.7% [48/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	82.0% [38/77 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)	53.0% [18/77 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)	52.7% [40/77 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)	71.1% [7/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	59.6% [39/77 countries]

	Jordan
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	82.2% [2/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	71.5% [24/77 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)	71.2% [12/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	73.2% [31/77 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)	64.4% [8/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	61.0% [15/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	71.5% [2/77 countries]

	Jordan
% of 15 year old students who read only if they have to (2018)	25.3% [73/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	64.0% [9/77 countries]
% of 15 year old students who like talking about books with other people (2018)	56.0% [11/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	22.7% [39/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	54.6% [17/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	6.9% [29/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	12.5% [16/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	21.2% [7/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	16.2% [33/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	14.7% [29/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	12.1% [23/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	13.9% [21/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	39.9% [36/64 countries]
% of 15-year olds who read books more often in paper format (2018)	25.9% [57/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	22.2% [25/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	20.0% [27/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	18.8% [50/77 countries]
% of 15-year olds who agree that they are good readers (2018)	80.7% [8/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	73.8% [6/77 countries]
% of 15-year olds who agree that they read fluently (2018)	80.9% [14/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	27.2% [6/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	69.0% [6/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	37.7% [7/77 countries]

	Jordan
% of 15-year olds who read emails several times a day (2018)	16.7% [12/77 countries]
% of 15-year olds who chat on line several times a day (2018)	57.7% [66/77 countries]
% of 15-year olds who read online news several times a day (2018)	33.2% [19/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	33.9% [17/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	16.4% [26/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	24.9% [21/77 countries]

	Jordan
% of those who agree that there were many words they could not understand in the PISA test (2018)	34.3% [14/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	30.8% [12/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	37.3% [7/77 countries]

	Jordan
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)	3.76 [10/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.62 [5/77 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)	3.82 [10/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	4.39 [10/77 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)	4.12 [26/77 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)	3.60 [2/77 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)	3.64 [8/77 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)	3.27 [5/77 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)	3.86 [14/77 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)	4.18 [32/77 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)	4.30 [20/77 countries]

	Jordan
Extent to which 15-year-olds think of answering the email and asking for more information as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.01 [19/77 countries]
Extent to which 15-year-olds think of checking the senderfs email address as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	4.03 [23/77 countries]
Extent to which 15-year-olds think of clicking on the link to fill out the form as soon as possible as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.15 [3/77 countries]
Extent to which 15-year-olds think of deleting the email without clicking on the link as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.22 [23/77 countries]
Extent to which 15-year-olds think of checking the website of the mobile phone operator as appropriate for a message from a wellknown mobile phone operator telling them that they are one of the winners of a smartphone (2018)	3.97 [14/77 countries]

	Jordan
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	88.7% [13/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	85.2% [44/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	84.1% [41/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	78.8% [33/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	80.0% [12/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	83.4% [36/79 countries]
% of 15-year-olds who would rather keep struggling to master something if they are not good at than move on to something they may be good at (2018)	80.4% [10/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	45.8% [55/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	44.7% [56/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	46.8% [44/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	51.1% [19/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	70.8% [13/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	77.4% [7/79 countries]

	Jordan
% of 15-year-olds who try harder when they are in competition with other people (2018)	83.0% [11/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	50.3% [29/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	59.5% [14/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	61.5% [6/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	58.3% [17/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	49.1% [44/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	53.8% [41/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	57.6% [25/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	61.2% [23/77 countries]

	Jordan
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	79.0% [17/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	70.2% [16/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	78.0% [14/74 countries]

	Jordan
% of 15-year-olds who always feel happy (2018)	37.0% [55/73 countries]
% of 15-year-olds who always feel scared (2018)	6.7% [9/73 countries]
% of 15-year-olds who always feel lively (2018)	35.2% [39/73 countries]
% of 15-year-olds who always feel miserable (2018)	8.0% [9/73 countries]
% of 15-year-olds who always feel proud (2018)	47.8% [4/73 countries]
% of 15-year-olds who always feel afraid (2018)	9.1% [34/73 countries]
% of 15-year-olds who always feel joyful (2018)	36.6% [54/73 countries]
% of 15-year-olds who always feel sad (2018)	9.5% [15/73 countries]
% of 15-year-olds who always feel cheerful (2018)	44.6% [31/73 countries]

	Jordan
% of 15-year-olds who think that their goal in school is to learn as much as possible (2018)	63.3% [9/77 countries]
% of 15-year-olds who think that their goal in school is to completely master the material presented in their classes (2018)	61.3% [6/77 countries]
% of 15-year-olds who think that their goal in school is to understand the content of their classes as thoroughly as possible (2018)	67.9% [9/77 countries]