Global Japanese Data Rankings

	Malaysia
Pulses, food supply quantity (kg/capita/year) (2019)	2.78 [109/179 countries]
Beans, food supply quantity (kg/capita/year) (2019)	1.14 [74/171 countries]
Peas, food supply quantity (kg/capita/year) (2019)	1.01 [38/168 countries]
Soyabeans, food supply quantity (kg/capita/year) (2019)	0.05 [109/178 countries]
Nuts and products, food supply quantity (kg/capita/year) (2019)	0.93 [94/179 countries]
Groundnuts, food supply quantity (kg/capita/year) (2019)	2.02 [42/179 countries]
Coconuts - Incl Copra, food supply quantity (kg/capita/year) (2019)	7.74 [23/179 countries]
Sesame seed, food supply quantity (kg/capita/year) (2019)	0.01 [99/137 countries]
Olives (including preserved), food supply quantity (kg/capita/year) (2019)	0.02 [115/179 countries]
Vegetable Oils, food supply quantity (kg/capita/year) (2019)	16.40 [36/179 countries]
Soyabean Oil, food supply quantity (kg/capita/year) (2019)	2.78 [61/178 countries]
Groundnut Oil, food supply quantity (kg/capita/year) (2019)	0.13 [60/177 countries]
Sunflowerseed Oil, food supply quantity (kg/capita/year) (2019)	0.29 [112/177 countries]
Rape and Mustard Oil, food supply quantity (kg/capita/year) (2019)	0.88 [33/140 countries]
Palm Oil, food supply quantity (kg/capita/year) (2019)	6.57 [17/148 countries]
Coconut Oil, food supply quantity (kg/capita/year) (2019)	1.00 [16/158 countries]
Olive Oil, food supply quantity (kg/capita/year) (2019)	0.07 [98/179 countries]
Maize Germ Oil, food supply quantity (kg/capita/year) (2019)	0.06 [78/171 countries]

	Malaysia
Statutory number of members (As of February 16, 2023)	223 [55/190 countries]
Inhabitants per parliamentarian (2021)	104,857 [42/192 countries]
% of women in parliament (As of February 16, 2023)	13.51% [151/185 countries]
% of MPs 40 years of age or younger (As of February 16, 2023)	12.61% [107/143 countries]

	Malaysia
General government expenditures as % of GDP (2022)	22.3% [149/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	-2.72% [109/180 countries]
General government gross debt as % of GDP (2022)	70% [60/185 countries]

	Malaysia
General government revenues as % of GDP (2022)	17% [152/189 countries]
Corporate income tax rate (central + sub-central) (2021)	24.00% [50/111 countries]
Taxes on income, profits and capital gains, % of GDP (2019)	8.5% [41/117 countries]
Social security contributions, % of GDP (2019)	0.3% [88/113 countries]
Taxes on property, % of GDP (2019)	0.0% [98/111 countries]

	Malaysia
Population (ten thousands) (2021)	3,277.6 [45/216 countries]
Popuation growth (annual) (2021)	1.1% [92/217 countries]
Popuation change in the last 20 years (2001-2021)	38.2% [76/217 countries]
0-14 years, % of the total population (2021)	23.3% [110/193 countries]
15-64 years, % of the total population (2021)	69.3% [22/193 countries]
65 years and over, % of the total population (2021)	7.4% [96/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	76.3 [76/199 countries]
Life expectancy at birth - Female (years) (2020)	78.5 [80/199 countries]
Life expectancy at birth - Male (years) (2020)	74.4 [69/199 countries]
Population density (per square kilometer) (2021)	99.8 [104/216 countries]

	Malaysia
% of those who think that adultery is always wrong (2018)	89.8% [6/46 countries]
% of those who think that homosexuality is always wrong (2018)	83.0% [9/47 countries]

	Malaysia
Voter turnout in the national election	73.9% (2022) [59/199 countries]

	Malaysia
Evaluation of control of corruption (0-100) (2021)	61.1 [82/209 countries]

	Malaysia
Fertility rate, total (births per woman) (2020)	1.97 [116/200 countries]
Crude birth rate (per 1,000 people) (2020)	16.4 [106/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	29 [113/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	7.4 [130/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	9 [126/194 countries]
Adolescent fertility rate (Births per 1,000 women aged 15-19) (2020)	13.6 [140/194 countries]

	Malaysia
Extent of satisfaction with the relationships with family members (7 steps) (2018)	6.22 [2/47 countries]

	Malaysia
Prevalence of stunting in children under 5 (%) (2020)	20.9% [60/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	6.1% [77/154 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)	19% [108/151 countries]

	Malaysia
International migrant stock (% of immigrants in the population) (2020)	10.7% [91/231 countries]
Refugee population by country or territory of asylum (2019)	129,107 [32/164 countries]

	Malaysia
GDP (current US$, billions) (2021)	372.754 [39/192 countries]
GDP per capita (current US$) (2021)	11,399 [69/192 countries]
GDP per capita (PPP, current international$) (2021)	29,686 [58/192 countries]
GNI per capita, Atlas method (current US$) (2021)	10,930 [55/173 countries]
Shadow economy, as % of GDP (2015)	26.1% [88/158 countries]

	Malaysia
% of those who have confidence in business and industry (2018)	72.2% [24/47 countries]

	Malaysia
New business density (new registrations per 1,000 people ages 15-64) (2020)	2.13 [66/121 countries]

	Malaysia
Employment in agriculture (% of total employment) (2019)	10.3% [114/187 countries]
Employment in agriculture (% of total employment) (2019)	10.3% [114/187 countries]
Employment in industry (% of total employment) (2019)	27.0% [29/187 countries]

	Malaysia
% of Grade 8 students who have their own room (2019)	71.0% [21/38 countries]
% of Grade 8 students who have their own room (2011)	65.6% [23/41 countries]
% of Grade 8 students who have internet connection at home (2019)	74.7% [34/39 countries]
% of Grade 8 students who have internet connection at home (2011)	45.5% [33/42 countries]
% of Grade 8 students who have their own mobile phone (2019)	82.4% [27/39 countries]

	Malaysia
% of Grade 8 students who use Internet to access the textbook or other course materials (2019)	57.8% [26/38 countries]
% of Grade 8 students who use Internet to access assignments posted online by their teacher (2019)	47.7% [27/38 countries]
% of Grade 8 students who use Internet to collaborate with classmates on assignments or projects (2019)	87.6% [4/38 countries]
% of Grade 8 students who use Internet to communicate with the teacher (2019)	65.3% [2/38 countries]
% of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science (2019)	71.5% [23/38 countries]
% of Grade 8 students who use Internet to access learning games or activities related to mathematics or science (2019)	50.4% [15/38 countries]

	Malaysia
% of Grade 8 students who are absent from school once a week (2019)	17.0% [4/39 countries]
% of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday (2019)	36.6% [30/39 countries]
% of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	46.6% [5/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2019)	39.3% [12/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2011)	85.7% [18/42 countries]
% of Grade 8 students who agree a lot that they like being in school (2007)	35.7% [30/52 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2019)	42.8% [26/39 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2011)	74.1% [38/42 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2019)	28.4% [38/39 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2011)	80.7% [33/42 countries]
% of Grade 8 students who agree a lot that teachers at their school are fair to them (2019)	42.7% [21/39 countries]
% of Grade 8 students who agree a lot that they are proud to go to their school (2019)	59.7% [9/39 countries]
% of Grade 8 students who say that other students said mean things about their physical appearance (2019)	69.2% [1/38 countries]
% of Grade 8 students who say that other students spread lies about them (2019)	57.5% [4/38 countries]
% of Grade 8 students who say that other students spread lies about them (2011)	47.1% [25/41 countries]
% of Grade 8 students who say that other students shared their secrets with others (2019)	59.6% [1/38 countries]
% of Grade 8 students who say that other students refused to talk to them (2019)	49.5% [2/38 countries]
% of Grade 8 students who say that other students insulted a member of their family (2019)	36.0% [4/38 countries]
% of Grade 8 students who say that other students stole something from them (2019)	53.3% [3/38 countries]
% of Grade 8 students who say that other students stole something from them (2011)	59.3% [3/41 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2019)	43.9% [1/37 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2011)	23.3% [11/41 countries]
% of Grade 8 students who say that other students sent them nasty or hurtful messages online (2019)	46.5% [2/38 countries]
% of Grade 8 students who say that other students shared nasty or hurtful things about them online (2019)	38.7% [1/38 countries]
% of Grade 8 students who say that other students shared embarrassing photos of them online (2019)	24.1% [7/38 countries]
% of Grade 8 students who say that other students threatened them (2019)	27.5% [2/38 countries]
% of Grade 8 students who say that other students physically hurt them (2019)	26.5% [4/38 countries]
% of Grade 8 students who say that other students physically hurt them (2011)	24.3% [30/41 countries]
% of Grade 8 students who say that other students excluded them from their group (2019)	37.3% [5/38 countries]
% of Grade 8 students who say that other students damaged something of theirs on purpose (2019)	42.1% [2/38 countries]

	Malaysia
Average score of mathematics achievement of 8th grade (2019)	461 [27/39 countries]
Average score of mathematics achievement of 8th grade (2015)	465 [21/38 countries]
Average score of mathematics achievement of 8th grade (2011)	440 [22/34 countries]
Average score of mathematics achievement of 8th grade (2007)	474 [16/26 countries]
Average score of mathematics achievement of 8th grade (2003)	508 [7/23 countries]
Average score of mathematics achievement of 8th grade (1999)	519 [8/17 countries]
% of Grade 8 students who work problems on their own in every or almost every lesson (2019)	21.0% [39/39 countries]
% of Grade 8 students who agree a lot that they enjoy learning mathematics (2019)	32.3% [16/39 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study mathematics (2019)	5.0% [38/39 countries]
% of Grade 8 students who agree a lot that mathematics is boring (2019)	5.6% [38/39 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in mathematics (2019)	39.1% [14/39 countries]
% of Grade 8 students who agree a lot that they like mathematics very much (2019)	30.9% [17/39 countries]
% of Grade 8 students who agree a lot that they like any schoolwork that involves numbers (2019)	19.1% [17/39 countries]
% of Grade 8 students who agree a lot that they like to solve mathematics problems (2019)	17.2% [29/39 countries]
% of Grade 8 students who agree a lot that they look forward to mathematics lessons (2019)	14.4% [20/39 countries]
% of Grade 8 students who agree a lot that mathematics is one of their favorite subjects (2019)	23.2% [22/39 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	34.1% [30/39 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	40.5% [21/39 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	49.3% [17/39 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining mathematics (2019)	55.2% [21/39 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)	62.5% [8/39 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons (2019)	36.8% [29/39 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)	62.0% [18/39 countries]
% of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	11.1% [37/38 countries]
% of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	25.6% [12/38 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)	16.7% [12/38 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)	16.6% [26/38 countries]
% of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	10.9% [32/38 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)	47.1% [2/38 countries]
% of Grade 8 students who agree a lot that they usually do well in mathematics (2019)	8.8% [38/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	17.4% [13/39 countries]
% of Grade 8 students who agree a lot that mathematics is not one of their strengths (2019)	20.7% [31/39 countries]
% of Grade 8 students who agree a lot that they learn things quickly in mathematics (2019)	15.5% [33/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them nervous (2019)	12.0% [28/39 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems (2019)	5.6% [39/39 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics (2019)	7.3% [37/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than any other subject (2019)	25.9% [10/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them confused (2019)	21.7% [11/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will help them in their daily life (2019)	39.5% [28/39 countries]
% of Grade 8 students who agree a lot that they need mathematics to learn other school subjects (2019)	22.0% [34/39 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)	48.0% [21/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want (2019)	51.1% [16/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using mathematics (2019)	16.5% [25/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world (2019)	46.9% [15/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults (2019)	44.0% [26/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics (2019)	50.5% [27/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in mathematics (2019)	52.8% [26/39 countries]

	Malaysia
Average score of science achievement of 8th grade (2019)	460 [29/39 countries]
Average score of science achievement of 8th grade (2015)	471 [23/38 countries]
Average score of science achievement of 8th grade (2011)	426 [27/34 countries]
Average score of science achievement of 8th grade (2007)	471 [17/26 countries]
Average score of science achievement of 8th grade (2003)	510 [15/23 countries]
Average score of science achievement of 8th grade (1999)	492 [12/17 countries]
% of Grade 8 students who conduct science experiments at least once a week (2019)	28.7% [14/26 countries]
% of Grade 8 students who agree a lot that they enjoy learning science (2019)	54.3% [10/26 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study science (2019)	3.3% [26/26 countries]
% of Grade 8 students who agree a lot that science is boring (2019)	3.3% [26/26 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in science (2019)	60.9% [10/26 countries]
% of Grade 8 students who agree a lot that they like science very much (2019)	49.6% [11/26 countries]
% of Grade 8 students who agree a lot that they look forward to science lessons (2019)	32.9% [14/26 countries]
% of Grade 8 students who agree a lot that science teaches them how things in the world work (2019)	63.1% [11/26 countries]
% of Grade 8 students who agree a lot that they like to conduct science experiments (2019)	54.2% [17/26 countries]
% of Grade 8 students who agree a lot that science is one of their favorite subjects (2019)	40.8% [12/26 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	39.3% [19/26 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in science lessons (2019)	47.2% [14/26 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	52.8% [14/26 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining science (2019)	57.8% [13/26 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)	59.9% [9/26 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in science lessons (2019)	43.6% [14/26 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)	58.0% [13/26 countries]
% of Grade 8 students who agree a lot that they usually do well in science (2019)	13.9% [24/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than for many of their classmates (2019)	8.9% [19/26 countries]
% of Grade 8 students who agree a lot that science is not one of their strengths (2019)	10.5% [25/26 countries]
% of Grade 8 students who agree a lot that they learn things quickly in science (2019)	27.6% [15/26 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult science problems (2019)	11.8% [23/26 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at science (2019)	10.7% [23/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than any other subject (2019)	9.7% [21/26 countries]
% of Grade 8 students who agree a lot that science makes them confused (2019)	8.2% [25/26 countries]
% of Grade 8 students who agree a lot that learning science will help them in their daily life (2019)	57.0% [15/39 countries]
% of Grade 8 students who agree a lot that they need science to learn other school subjects (2019)	34.7% [20/39 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)	51.8% [14/39 countries]
% of Grade 8 students who agree a lot that they need to do well in science to get the job they want (2019)	49.7% [14/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using science (2019)	33.4% [15/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about science to get ahead in the world (2019)	55.9% [10/39 countries]
% of Grade 8 students who agree a lot that learning science will give them more job opportunities when they are adults (2019)	47.4% [16/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in science (2019)	48.9% [20/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in science (2019)	54.3% [16/39 countries]
% of Grade 8 students whose teacher gives them homework in mathematics every day (2019)	24.2% [27/39 countries]
% of Grade 8 students whose teacher gives them homework in science every day (2019)	15.4% [7/26 countries]

	Malaysia
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	66.0% [4/38 countries]
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	61.3% [2/38 countries]

	Malaysia
% of Grade 8 students who expect them to finish undergraduate or postgraduate degree (2019)	37.3% [39/39 countries]

	Malaysia
Lower secondary education teachers: Total working hours (2013)	45.11 [5/34 countries]
Lower secondary education teachers: Hours spent on teaching (2013)	17.08 [30/34 countries]
Lower secondary education teachers: Hours spent on individual planning or preparation of lessons either at school or out of school (2013)	6.42 [25/34 countries]
Lower secondary education teachers: Hours spent on team work and dialogue with colleagues within the school (2013)	4.05 [1/34 countries]
Lower secondary education teachers: Hours spent marking/correcting of student work (2013)	7.42 [3/34 countries]
Lower secondary education teachers: Hours spent on counselling students (2013)	2.95 [4/34 countries]
Lower secondary education teachers: Hours spent in participation in school management (2013)	5.00 [1/34 countries]
Lower secondary education teachers: Hours spent on general administrative work (including communication, paperwork, and other clerical duties) (2013)	5.71 [2/34 countries]
Lower secondary education teachers: Hours spent on communication and co-operation with parents or guardians (2013)	2.45 [2/34 countries]
Lower secondary education teachers: Hours spent engaging in extracurricular activities (2013)	4.86 [2/34 countries]
% of lower secondary education teachears who think that the teaching profession is valued in society (2013)	83.77% [1/32 countries]

	Malaysia
Performance on the reading (15 years old, average score) (2018)	414.98 [56/76 countries]
Performance on the reading (15 years old, average score) (2015)	431 [49/72 countries]
Performance on the mathematics (15 years old, average score) (2018)	440.21 [47/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	446 [44/72 countries]
Performance on the science (15 years old, average score) (2018)	437.62 [48/77 countries]
Performance on the science (15 years old, average score) (2015)	443 [46/72 countries]

	Malaysia
% of 15-year-old students who have a computer they can use for school work in their home (2018)	50.5% [74/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	28.4% [75/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	44.7% [40/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	57.8% [45/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	54.4% [18/79 countries]

	Malaysia
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	16.1% [67/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	18.6% [54/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	31.0% [33/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	28.7% [33/72 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)	24.1% [43/77 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)	25.2% [41/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	16.6% [45/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	21.4% [18/72 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)	19.9% [51/77 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)	21.4% [44/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	78.7% [28/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	84.1% [6/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	88.8% [2/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	84.2% [6/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	81.7% [15/76 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)	83.5% [14/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	61.1% [19/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	78.7% [30/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	88.7% [3/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	81.1% [6/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	75.0% [16/76 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)	54.3% [33/77 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)	58.0% [29/77 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)	49.2% [14/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	41.2% [22/76 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)	61.4% [4/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	59.9% [5/76 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)	87.0% [6/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	88.2% [1/76 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)	88.3% [5/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	83.8% [13/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	39.9% [4/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	37.1% [26/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	38.0% [6/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	20.9% [35/77 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)	50.6% [60/77 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)	50.6% [59/73 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)	49.3% [24/77 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)	56.0% [9/73 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)	58.4% [22/77 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)	55.7% [18/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	63.0% [25/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	61.6% [39/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	17.6% [52/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	82.0% [8/77 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)	83.8% [13/77 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)	82.2% [2/77 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)	68.5% [56/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	89.1% [4/77 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)	44.5% [38/77 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)	46.7% [52/77 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)	54.5% [35/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	80.1% [5/77 countries]

	Malaysia
% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	73.7% [5/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	65.1% [40/77 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)	64.8% [22/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	65.2% [50/77 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)	57.8% [15/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	47.5% [52/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	37.3% [52/77 countries]

	Malaysia
% of 15 year old students who read only if they have to (2018)	31.8% [67/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	62.3% [11/77 countries]
% of 15 year old students who like talking about books with other people (2018)	52.2% [18/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	9.8% [73/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	66.9% [1/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	9.1% [15/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	18.6% [7/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	23.3% [13/77 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	13.3% [19/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	33.5% [1/77 countries]
% of 15-year olds who read books more often in paper format (2018)	24.8% [62/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	40.1% [5/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	25.7% [12/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	32.6% [12/77 countries]
% of 15-year olds who agree that they are good readers (2018)	71.9% [33/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	54.2% [67/77 countries]
% of 15-year olds who agree that they read fluently (2018)	85.3% [4/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	20.8% [20/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	76.8% [2/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	44.1% [5/77 countries]

	Malaysia
% of 15-year olds who read emails several times a day (2018)	6.5% [70/77 countries]
% of 15-year olds who chat on line several times a day (2018)	72.9% [30/77 countries]
% of 15-year olds who read online news several times a day (2018)	27.3% [34/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	23.8% [59/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	16.2% [28/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	21.9% [37/77 countries]

	Malaysia
% of those who agree that there were many words they could not understand in the PISA test (2018)	39.2% [10/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	42.2% [4/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	40.8% [4/77 countries]

	Malaysia
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)	3.97 [3/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	3.36 [15/77 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)	3.81 [11/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	4.34 [17/77 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)	4.10 [30/77 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)	2.87 [50/77 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)	3.58 [10/77 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)	3.43 [2/77 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)	4.08 [6/77 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)	4.27 [23/77 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)	4.39 [17/77 countries]

	Malaysia
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)	3.15 [9/77 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)	3.57 [54/77 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)	2.94 [9/77 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)	2.76 [52/77 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)	3.81 [28/77 countries]

	Malaysia
% of 15-year-olds who agree that trying hard at school will help me get a good job (2018)	92.3% [3/79 countries]
% of 15-year-olds who agree that trying hard at school will help me get into a good college (2018)	91.7% [11/79 countries]
% of 15-year-olds who agree that trying hard at school is important (2018)	92.2% [4/79 countries]
% of 15-year-olds who find satisfaction in working as hard as they can (2018)	92.2% [2/79 countries]
% of 15-year-olds who persist until a task is finished once they start (2018)	87.5% [4/79 countries]
% of 15-year-olds who enjoy doing things when they improve on their past performance (2018)	91.7% [6/79 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)	87.1% [1/79 countries]
% of 15-year-olds who worry about what others think of when they are failing (2018)	74.9% [6/77 countries]
% of 15-year-olds who are afraid that they might not have enough talent when they are failing (2018)	68.9% [7/77 countries]
% of 15-year-olds who doubt their plans for the future when they are failing (2018)	66.8% [7/77 countries]
% of 15-year-olds who think that they canft change their intelligence very much (2018)	58.5% [6/78 countries]
% of 15-year-olds who enjoy working in situations involving competition with others (2018)	69.2% [16/79 countries]
% of 15-year-olds who agree that it is important for them to perform better than other people on a task (2018)	85.7% [1/79 countries]

	Malaysia
% of 15-year-olds who try harder when they are in competition with other people (2018)	92.6% [2/79 countries]
% of 15-year-olds who think that students seem to value competition (2018)	57.3% [13/78 countries]
% of 15-year-olds who think that students are competing with each other (2018)	69.6% [4/78 countries]
% of 15-year-olds who think that students seem to share the feeling that competing with each other is important (2018)	63.3% [4/78 countries]
% of 15-year-olds who think that students feel that they are being compared with others (2018)	63.1% [11/78 countries]
% of 15-year-olds who think that students seem to value cooperation (2018)	75.3% [3/77 countries]
% of 15-year-olds who think that students are cooperating with each other (2018)	77.7% [3/77 countries]
% of 15-year-olds who think that students seem to share the feeling that cooperating with each other is important (2018)	76.4% [3/77 countries]
% of 15-year-olds who think that they are encouraged to cooperate with others (2018)	78.9% [2/77 countries]

	Malaysia
% of 15-year-olds who think that their life has clear meaning or purpose (2018)	84.3% [9/74 countries]
% of 15-year-olds who have discovered a satisfactory meaning in life (2018)	60.0% [45/74 countries]
% of 15-year-olds who have a clear sense of what gives meaning to their life (2018)	75.4% [16/74 countries]