Global Japanese Data Rankings

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% of Grade 4 students who play or talk with friends for less than 1 hour per day (2007)	57.6% [11/37 countries]
% of Grade 4 students who play or talk with friends for more than 2 hours per day (2007)	20.8% [24/37 countries]
% of Grade 8 students who play or talk with friends for less than 1 hour per day (2007)	44.1% [20/50 countries]
% of Grade 8 students who play or talk with friends for more than 2 hours per day (2007)	27.6% [31/50 countries]

Denomination> [1]

Attitude toward religion> [0]

Religious group> [0]

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Statutory number of members (As of February 16, 2023)	45 [164/190 countries]
Inhabitants per parliamentarian (2021)	60,537 [86/192 countries]
% of women in parliament (As of February 16, 2023)	4.44% [180/185 countries]

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General government expenditures as % of GDP (2022)	27.6% [113/189 countries]
General government primary net lending/borrowing as % of GDP (2022)	13.97% [4/180 countries]
General government gross debt as % of GDP (2022)	47% [119/185 countries]

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Population (ten thousands) (2021)	293.1 [137/216 countries]
Popuation growth (annual) (2021)	-2.6% [213/217 countries]
Popuation change in the last 20 years (2001-2021)	376.5% [1/217 countries]
0-14 years, % of the total population (2021)	13.7% [186/193 countries]
15-64 years, % of the total population (2021)	84.5% [1/193 countries]
65 years and over, % of the total population (2021)	1.9% [192/193 countries]
Life expectancy at birth - Both sexes (years) (2020)	80.4 [36/199 countries]
Life expectancy at birth - Female (years) (2020)	82.1 [42/199 countries]
Life expectancy at birth - Male (years) (2020)	79.3 [25/199 countries]

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Fertility rate, total (births per woman) (2020)	1.83 [128/200 countries]
Crude birth rate (per 1,000 people) (2020)	9.2 [179/204 countries]
Maternal mortality ratio (per 100,000 live births) (2017)	9 [146/183 countries]
Infant mortality rate (deaths per 1,000 live births) (2020)	4.9 [149/193 countries]
Under-five mortality rate (per 1,000 live births) (2020)	6 [143/194 countries]

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Prevalence of stunting in children under 5 (%) (2020)	4.6% [135/154 countries]
Prevalence of overweight in children under 5 (%) (2020)	13.9% [9/154 countries]

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Voter turnout in the national election	63.5% (2021) [106/199 countries]

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Evaluation of control of corruption (0-100) (2021)	78.8 [45/209 countries]

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International migrant stock (% of immigrants in the population) (2020)	77.3% [4/231 countries]
Refugee population by country or territory of asylum (2019)	202 [141/164 countries]

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GDP (current US$, billions) (2021)	179.571 [57/192 countries]
GDP per capita (current US$) (2021)	68,581 [8/192 countries]
GDP per capita (PPP, current international$) (2021)	104,668 [4/192 countries]
GNI per capita, Atlas method (current US$) (2021)	57,120 [10/173 countries]
Shadow economy, as % of GDP (2015)	13.1% [138/158 countries]

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Employment in agriculture (% of total employment) (2019)	1.2% [174/187 countries]
Employment in agriculture (% of total employment) (2019)	1.2% [174/187 countries]
Employment in industry (% of total employment) (2019)	53.7% [1/187 countries]

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% of the parents who often read books to their child before they began primary school (2019)	28.8% [48/53 countries]
% of the parents who often told stories to their child before they began primary school (2019)	41.4% [38/53 countries]
% of the parents who often sang songs to their child before they began primary school (2019)	42.2% [39/53 countries]
% of the parents who often played with alphabet toys with their child before they began primary school (2019)	47.0% [26/53 countries]
% of the parents who often talked about things to their child before they began primary school (2019)	52.4% [37/53 countries]
% of the parents who often talked about what they had read to their child before they began primary school (2019)	33.3% [37/53 countries]
% of the parents who often played word games with their child before they began primary school (2019)	33.0% [37/53 countries]
% of the parents who often wrote letters or words to their child before they began primary school (2019)	49.0% [29/53 countries]
% of the parents who often read aloud signs and labels to their child before they began primary school (2019)	42.2% [36/53 countries]
% of the parents who often sang counting songs to their child before they began primary school (2019)	50.1% [10/53 countries]
% of the parents who often played with number toys with their child before they began primary school (2019)	44.8% [25/53 countries]
% of the parents who often counted different things to their child before they began primary school (2019)	51.1% [42/53 countries]
% of the parents who often played games involving shapes with their child before they began primary school (2019)	46.5% [41/53 countries]
% of the parents who often played with building blocks or construction toys with their child before they began primary school (2019)	53.7% [40/53 countries]
% of the parents who often played board or card games with their child before they began primary school (2019)	35.3% [39/53 countries]
% of the parents who often wrote numbers to their child before they began primary school (2019)	53.2% [27/53 countries]
% of the parents who often drew shapes to their child before they began primary school (2019)	52.3% [26/53 countries]
% of the parents who often measured or weighed things with their child before they began primary school (2019)	15.7% [27/53 countries]

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% of the children who could recognize most of the letters of the alphabet very well when they began primary school (2019)	72.0% [4/53 countries]
% of the children who could read some words very well when they began primary school (2019)	51.5% [6/53 countries]
% of the children who could read sentences very well when they began primary school (2019)	34.1% [10/53 countries]
% of the children who could read a story very well when they began primary school (2019)	22.9% [10/53 countries]
% of the children who could write letters of the alphabet very well when they began primary school (2019)	66.7% [6/53 countries]
% of the children who could write his/her name very well when they began primary school (2019)	77.4% [10/53 countries]
% of the children who could write words other than his/her name very well when they began primary school (2019)	47.8% [10/53 countries]

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% of the children who could count by himself/ herself up to 100 or higher when they began primary school (2019)	39.3% [19/53 countries]
% of the children who could recognize written numbers up to 100 or higher when they began primary school (2019)	36.2% [13/53 countries]
% of the children who could write numbers up to 100 or higher when they began primary school (2019)	36.8% [13/53 countries]
% of the children who could do simple addition up to 100 or higher when they began primary school (2019)	84.2% [24/53 countries]

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% of Grade 4 students who have their own room (2019)	58.4% [43/57 countries]
% of Grade 4 students who have internet connection at home (2019)	87.7% [35/57 countries]
% of Grade 4 students who have internet connection at home (2007)	71.6% [33/37 countries]
% of Grade 4 students who have their own mobile phone (2019)	60.8% [34/57 countries]

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% of Grade 4 students who are absent from school once a week (2019)	21.0% [9/57 countries]
% of Grade 4 students who feel tired when they arrive at school everyday/ almost everyday (2019)	43.1% [14/57 countries]
% of Grade 4 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	42.6% [2/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2019)	53.9% [23/57 countries]
% of Grade 4 students who agree a lot that they like being in school (2011)	63.4% [17/49 countries]
% of Grade 4 students who agree a lot that they like being in school (2007)	72.7% [12/37 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2019)	56.3% [42/57 countries]
% of Grade 4 students who agree a lot that they feel safe at school (2011)	53.6% [37/49 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2019)	56.6% [41/57 countries]
% of Grade 4 students who agree a lot that they feel like they belong at the school (2011)	57.1% [41/49 countries]
% of Grade 4 students who agree a lot that teachers at their school are fair to them (2019)	62.0% [44/57 countries]
% of Grade 4 students who agree a lot that they are proud to go to their school (2019)	68.2% [32/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2019)	59.1% [8/57 countries]
% of Grade 4 students who say that other students made fun of them or called them names (2011)	62.5% [14/49 countries]
% of Grade 4 students who say that other students left them out of games or activities (2019)	49.4% [16/57 countries]
% of Grade 4 students who say that other students left them out of games or activities (2011)	53.8% [10/49 countries]
% of Grade 4 students who say that other students spread lies about them (2019)	49.6% [10/57 countries]
% of Grade 4 students who say that other students spread lies about them (2011)	58.3% [3/49 countries]
% of Grade 4 students who say that other students stole something from them (2019)	45.6% [4/57 countries]
% of Grade 4 students who say that other students stole something from them (2011)	54.9% [4/49 countries]
% of Grade 4 students who say that other students damaged something of theirs on purpose (2019)	40.6% [3/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2019)	49.8% [13/57 countries]
% of Grade 4 students who say that other students hit or hurt them (2011)	56.0% [11/48 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2019)	40.3% [5/57 countries]
% of Grade 4 students who say that other students made them do things they didn't want to do (2011)	44.0% [2/49 countries]
% of Grade 4 students who say that other students sent them nasty or hurtful messages online (2019)	25.9% [4/57 countries]
% of Grade 4 students who say that other students shared nasty or hurtful things about them online (2019)	22.6% [4/57 countries]
% of Grade 4 students who say that other students shared embarrassing photos of them online (2019)	20.8% [5/57 countries]
% of Grade 4 students who say that other students threatened them (2019)	35.3% [7/57 countries]

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Average score of mathematics achievement of 4th grade (2019)	449 [47/57 countries]
Average score of mathematics achievement of 4th grade (2015)	439 [36/41 countries]
Average score of mathematics achievement of 4th grade (2011)	413 [36/40 countries]
% of Grade 4 students who work problems on their own in every or almost every lesson (2019)	51.3% [38/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning mathematics (2019)	59.6% [24/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study mathematics (2019)	18.0% [18/57 countries]
% of Grade 4 students who agree a lot that mathematics is boring (2019)	18.5% [3/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in mathematics (2019)	63.9% [28/57 countries]
% of Grade 4 students who agree a lot that they like mathematics very much (2019)	58.8% [25/57 countries]
% of Grade 4 students who agree a lot that they like any schoolwork that involves numbers (2019)	52.0% [24/57 countries]
% of Grade 4 students who agree a lot that they like to solve mathematics problems (2019)	56.2% [20/57 countries]
% of Grade 4 students who agree a lot that they look forward to mathematics lessons (2019)	51.2% [21/57 countries]
% of Grade 4 students who agree a lot that mathematics is one of their favorite subjects (2019)	52.6% [23/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	64.4% [23/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	63.8% [28/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	70.8% [29/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining mathematics (2019)	75.9% [38/57 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)	76.2% [36/57 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)	74.9% [36/57 countries]
% of Grade 4 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	27.4% [10/56 countries]
% of Grade 4 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	27.6% [23/56 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)	21.8% [14/56 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)	31.9% [16/56 countries]
% of Grade 4 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	27.9% [15/56 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)	39.0% [19/56 countries]
% of Grade 4 students who agree a lot that they usually do well in mathematics (2019)	61.1% [16/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	20.4% [11/57 countries]
% of Grade 4 students who agree a lot that they are just not good at mathematics (2019)	17.8% [8/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in mathematics (2019)	49.8% [22/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them nervous (2019)	21.9% [6/57 countries]
% of Grade 4 students who agree a lot that they are good at working out difficult mathematics problems (2019)	41.7% [15/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at mathematics (2019)	51.2% [14/57 countries]
% of Grade 4 students who agree a lot that mathematics is harder for them than any other subject (2019)	20.4% [10/57 countries]
% of Grade 4 students who agree a lot that mathematics makes them confused (2019)	22.1% [4/57 countries]

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Average score of science achievement of 4th grade (2019)	449 [46/57 countries]
Average score of science achievement of 4th grade (2015)	436 [36/41 countries]
Average score of science achievement of 4th grade (2011)	394 [37/40 countries]
% of Grade 4 students who conduct science experiments at least once a week (2019)	45.3% [10/57 countries]
% of Grade 4 students who agree a lot that they enjoy learning science (2019)	71.8% [18/57 countries]
% of Grade 4 students who agree a lot that they wish they did not have to study science (2019)	15.3% [19/57 countries]
% of Grade 4 students who agree a lot that science is boring (2019)	15.4% [8/57 countries]
% of Grade 4 students who agree a lot that they learn many interesting things in science (2019)	73.8% [22/57 countries]
% of Grade 4 students who agree a lot that they like science very much (2019)	69.2% [18/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	74.4% [22/57 countries]
% of Grade 4 students who agree a lot that they look forward to learning science (2019)	65.7% [16/57 countries]
% of Grade 4 students who agree a lot that science teaches them how things in the world work (2019)	74.4% [22/57 countries]
% of Grade 4 students who agree a lot that science is one of their favorite subjects (2019)	62.6% [15/57 countries]
% of Grade 4 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	67.2% [16/57 countries]
% of Grade 4 students who agree a lot that their teacher is easy to understand in science lessons (2019)	68.0% [24/57 countries]
% of Grade 4 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	74.0% [28/57 countries]
% of Grade 4 students who agree a lot that their teacher is good at explaining science (2019)	76.5% [31/57 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)	76.7% [26/57 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)	71.2% [35/57 countries]
% of Grade 4 students who agree a lot that they usually do well in science (2019)	67.6% [14/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than for many of their classmates (2019)	15.8% [13/57 countries]
% of Grade 4 students who agree a lot that they are just not good at science (2019)	15.3% [10/57 countries]
% of Grade 4 students who agree a lot that they learn things quickly in science (2019)	59.7% [15/57 countries]
% of Grade 4 students who agree a lot that their teacher tells them they are good at science (2019)	55.0% [14/57 countries]
% of Grade 4 students who agree a lot that science is harder for them than any other subject (2019)	14.4% [17/57 countries]
% of Grade 4 students who agree a lot that science makes them confused (2019)	18.5% [6/57 countries]

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% of Grade 4 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	30.4% [12/52 countries]
% of Grade 4 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	22.2% [9/52 countries]

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% 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)	67.1% [21/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school provides a safe environment (2019)	78.7% [15/52 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)	73.1% [22/52 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)	66.7% [26/52 countries]
% of the parents of Grade 4 students who agree a lot that their child's school promotes high academic standards (2019)	66.2% [7/52 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)	70.0% [22/52 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)	66.9% [24/52 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)	66.5% [17/52 countries]

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% of the parents of Grade 4 students who expect their child to finish undergraduate or postgraduate degree (2019)	90.6% [5/52 countries]

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% of Grade 8 students who have their own room (2019)	70.7% [22/38 countries]
% of Grade 8 students who have their own room (2011)	71.7% [20/41 countries]
% of Grade 8 students who have internet connection at home (2019)	96.1% [20/39 countries]
% of Grade 8 students who have internet connection at home (2011)	90.3% [18/42 countries]
% of Grade 8 students who have their own mobile phone (2019)	82.1% [28/39 countries]

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% of Grade 8 students who use Internet to access the textbook or other course materials (2019)	60.8% [20/38 countries]
% of Grade 8 students who use Internet to access assignments posted online by their teacher (2019)	67.2% [12/38 countries]
% of Grade 8 students who use Internet to collaborate with classmates on assignments or projects (2019)	73.1% [32/38 countries]
% of Grade 8 students who use Internet to communicate with the teacher (2019)	49.5% [12/38 countries]
% of Grade 8 students who use Internet to find information, articles, or tutorials to aid in understanding mathematics or science (2019)	71.2% [25/38 countries]
% of Grade 8 students who use Internet to access learning games or activities related to mathematics or science (2019)	45.2% [24/38 countries]

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% of Grade 8 students who are absent from school once a week (2019)	11.7% [8/39 countries]
% of Grade 8 students who feel tired when they arrive at school everyday/ almost everyday (2019)	52.3% [12/39 countries]
% of Grade 8 students who feel hungry when they arrive at school everyday/ almost everyday (2019)	42.0% [10/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2019)	26.0% [21/39 countries]
% of Grade 8 students who agree a lot that they like being in school (2011)	78.8% [31/42 countries]
% of Grade 8 students who agree a lot that they like being in school (2007)	43.9% [24/52 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2019)	46.0% [22/39 countries]
% of Grade 8 students who agree a lot that they feel safe at school (2011)	79.4% [33/42 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2019)	37.7% [30/39 countries]
% of Grade 8 students who agree a lot that they feel like they belong at the school (2011)	75.2% [39/42 countries]
% of Grade 8 students who agree a lot that teachers at their school are fair to them (2019)	36.5% [27/39 countries]
% of Grade 8 students who agree a lot that they are proud to go to their school (2019)	43.2% [19/39 countries]
% of Grade 8 students who say that other students said mean things about their physical appearance (2019)	48.1% [12/38 countries]
% of Grade 8 students who say that other students spread lies about them (2019)	50.6% [13/38 countries]
% of Grade 8 students who say that other students spread lies about them (2011)	49.4% [18/41 countries]
% of Grade 8 students who say that other students shared their secrets with others (2019)	43.1% [14/38 countries]
% of Grade 8 students who say that other students refused to talk to them (2019)	36.0% [12/38 countries]
% of Grade 8 students who say that other students insulted a member of their family (2019)	30.8% [11/38 countries]
% of Grade 8 students who say that other students stole something from them (2019)	33.5% [11/38 countries]
% of Grade 8 students who say that other students stole something from them (2011)	49.0% [8/41 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2019)	27.7% [10/37 countries]
% of Grade 8 students who say that other students made them do things they didn't want to do (2011)	24.8% [7/41 countries]
% of Grade 8 students who say that other students sent them nasty or hurtful messages online (2019)	23.6% [9/38 countries]
% of Grade 8 students who say that other students shared nasty or hurtful things about them online (2019)	20.8% [4/38 countries]
% of Grade 8 students who say that other students shared embarrassing photos of them online (2019)	19.1% [13/38 countries]
% of Grade 8 students who say that other students threatened them (2019)	21.6% [7/38 countries]
% of Grade 8 students who say that other students physically hurt them (2019)	26.4% [5/38 countries]
% of Grade 8 students who say that other students physically hurt them (2011)	33.4% [16/41 countries]
% of Grade 8 students who say that other students excluded them from their group (2019)	29.6% [13/38 countries]
% of Grade 8 students who say that other students damaged something of theirs on purpose (2019)	28.6% [7/38 countries]

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Average score of mathematics achievement of 8th grade (2019)	443 [30/39 countries]
Average score of mathematics achievement of 8th grade (2015)	437 [27/38 countries]
Average score of mathematics achievement of 8th grade (2011)	410 [27/34 countries]
% of Grade 8 students who work problems on their own in every or almost every lesson (2019)	43.8% [27/39 countries]
% of Grade 8 students who agree a lot that they enjoy learning mathematics (2019)	29.5% [19/39 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study mathematics (2019)	25.0% [3/39 countries]
% of Grade 8 students who agree a lot that mathematics is boring (2019)	26.9% [2/39 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in mathematics (2019)	30.4% [20/39 countries]
% of Grade 8 students who agree a lot that they like mathematics very much (2019)	28.4% [22/39 countries]
% of Grade 8 students who agree a lot that they like any schoolwork that involves numbers (2019)	22.3% [16/39 countries]
% of Grade 8 students who agree a lot that they like to solve mathematics problems (2019)	26.6% [15/39 countries]
% of Grade 8 students who agree a lot that they look forward to mathematics lessons (2019)	19.8% [14/39 countries]
% of Grade 8 students who agree a lot that mathematics is one of their favorite subjects (2019)	24.9% [18/39 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in mathematics lessons (2019)	44.6% [21/39 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in mathematics lessons (2019)	41.1% [19/39 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in mathematics lessons (2019)	48.1% [20/39 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining mathematics (2019)	52.7% [23/39 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)	49.8% [22/39 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in mathematics lessons (2019)	45.2% [17/39 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)	61.3% [20/39 countries]
% of Grade 8 students who say that students donft listen to what the teacher says in every or almost every mathematics lesson (2019)	24.6% [10/38 countries]
% of Grade 8 students who say that there is disruptive noise in every or almost every mathematics lesson (2019)	25.1% [13/38 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)	15.8% [15/38 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)	25.9% [11/38 countries]
% of Grade 8 students who say that students interrupt the teacher in every or almost every mathematics lesson (2019)	23.3% [11/38 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)	28.6% [12/38 countries]
% of Grade 8 students who agree a lot that they usually do well in mathematics (2019)	37.8% [12/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than for many of their classmates (2019)	18.7% [9/39 countries]
% of Grade 8 students who agree a lot that mathematics is not one of their strengths (2019)	25.5% [18/39 countries]
% of Grade 8 students who agree a lot that they learn things quickly in mathematics (2019)	29.7% [13/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them nervous (2019)	22.7% [5/39 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult mathematics problems (2019)	21.8% [11/39 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at mathematics (2019)	32.0% [11/39 countries]
% of Grade 8 students who agree a lot that mathematics is harder for them than any other subject (2019)	26.0% [9/39 countries]
% of Grade 8 students who agree a lot that mathematics makes them confused (2019)	25.6% [4/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will help them in their daily life (2019)	45.1% [22/39 countries]
% of Grade 8 students who agree a lot that they need mathematics to learn other school subjects (2019)	32.4% [27/39 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)	57.2% [16/39 countries]
% of Grade 8 students who agree a lot that they need to do well in mathematics to get the job they want (2019)	51.8% [15/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using mathematics (2019)	25.3% [15/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about mathematics to get ahead in the world (2019)	44.2% [18/39 countries]
% of Grade 8 students who agree a lot that learning mathematics will give them more job opportunities when they are adults (2019)	50.0% [23/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in mathematics (2019)	64.5% [18/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in mathematics (2019)	59.1% [20/39 countries]

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Average score of science achievement of 8th grade (2019)	475 [25/39 countries]
Average score of science achievement of 8th grade (2015)	457 [25/38 countries]
Average score of science achievement of 8th grade (2011)	419 [30/34 countries]
% of Grade 8 students who conduct science experiments at least once a week (2019)	32.9% [11/26 countries]
% of Grade 8 students who agree a lot that they enjoy learning science (2019)	51.0% [12/26 countries]
% of Grade 8 students who agree a lot that they wish they did not have to study science (2019)	14.9% [11/26 countries]
% of Grade 8 students who agree a lot that science is boring (2019)	15.0% [5/26 countries]
% of Grade 8 students who agree a lot that they learn many interesting things in science (2019)	56.8% [12/26 countries]
% of Grade 8 students who agree a lot that they like science very much (2019)	48.5% [12/26 countries]
% of Grade 8 students who agree a lot that they look forward to science lessons (2019)	43.9% [9/26 countries]
% of Grade 8 students who agree a lot that science teaches them how things in the world work (2019)	61.2% [12/26 countries]
% of Grade 8 students who agree a lot that they like to conduct science experiments (2019)	63.0% [11/26 countries]
% of Grade 8 students who agree a lot that science is one of their favorite subjects (2019)	45.3% [10/26 countries]
% of Grade 8 students who agree a lot that they know what their teacher expects them to do in science lessons (2019)	49.4% [12/26 countries]
% of Grade 8 students who agree a lot that their teacher is easy to understand in science lessons (2019)	50.6% [12/26 countries]
% of Grade 8 students who agree a lot that their teacher has clear answers to their questions in science lessons (2019)	56.6% [11/26 countries]
% of Grade 8 students who agree a lot that their teacher is good at explaining science (2019)	59.0% [11/26 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)	56.5% [12/26 countries]
% of Grade 8 students who agree a lot that their teacher links new lessons to what they already know in science lessons (2019)	50.7% [10/26 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)	61.3% [11/26 countries]
% of Grade 8 students who agree a lot that they usually do well in science (2019)	50.8% [8/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than for many of their classmates (2019)	12.6% [10/26 countries]
% of Grade 8 students who agree a lot that science is not one of their strengths (2019)	18.0% [11/26 countries]
% of Grade 8 students who agree a lot that they learn things quickly in science (2019)	41.9% [10/26 countries]
% of Grade 8 students who agree a lot that they are good at working out difficult science problems (2019)	33.7% [9/26 countries]
% of Grade 8 students who agree a lot that their teacher tells them they are good at science (2019)	39.5% [9/26 countries]
% of Grade 8 students who agree a lot that science is harder for them than any other subject (2019)	14.4% [9/26 countries]
% of Grade 8 students who agree a lot that science makes them confused (2019)	15.2% [7/26 countries]
% of Grade 8 students who agree a lot that learning science will help them in their daily life (2019)	57.8% [14/39 countries]
% of Grade 8 students who agree a lot that they need science to learn other school subjects (2019)	42.9% [13/39 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)	56.8% [10/39 countries]
% of Grade 8 students who agree a lot that they need to do well in science to get the job they want (2019)	53.1% [11/39 countries]
% of Grade 8 students who agree a lot that they would like a job that involves using science (2019)	44.1% [11/39 countries]
% of Grade 8 students who agree a lot that it is important to learn about science to get ahead in the world (2019)	53.9% [11/39 countries]
% of Grade 8 students who agree a lot that learning science will give them more job opportunities when they are adults (2019)	56.3% [10/39 countries]
% of Grade 8 students who agree a lot that their parents think that it is important that they do well in science (2019)	60.2% [8/39 countries]
% of Grade 8 students who agree a lot that it is important to do well in science (2019)	62.6% [11/39 countries]
% of Grade 8 students whose teacher gives them homework in mathematics every day (2019)	31.0% [24/39 countries]
% of Grade 8 students whose teacher gives them homework in science every day (2019)	14.3% [8/26 countries]

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% of Grade 8 students who attended extra lessons or tutoring not provided by the school in mathematics during the last 12 months (2019)	40.2% [19/38 countries]
% of Grade 8 students who attended extra lessons or tutoring not provided by the school in science during the last 12 months (2019)	30.3% [16/38 countries]

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% of Grade 8 students who expect them to finish undergraduate or postgraduate degree (2019)	77.0% [7/39 countries]

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Performance on the reading (15 years old, average score) (2018)	407.09 [60/76 countries]
Performance on the reading (15 years old, average score) (2015)	402 [63/72 countries]
Performance on the mathematics (15 years old, average score) (2018)	414.23 [59/77 countries]
Performance on the mathematics (15 years old, average score) (2015)	402 [60/72 countries]
Performance on the science (15 years old, average score) (2018)	419.13 [58/77 countries]
Performance on the science (15 years old, average score) (2015)	418 [58/72 countries]
% of 15 year old students who have ever repeated a grade (2009)	14.8% [24/65 countries]

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% of 15-year-old students who have a computer they can use for school work in their home (2018)	79.5% [53/79 countries]
% of 15-year-old students who have classic literature in their home (2018)	37.3% [63/79 countries]
% of 15-year-old students who have books of poetry in their home (2018)	42.8% [48/79 countries]
% of 15-year-old students who have works of art (e.g. paintings) in their home (2018)	60.2% [41/79 countries]
% of 15-year-old students who have musical instruments (e.g. guitar, piano) in their home (2018)	57.0% [12/79 countries]

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% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2018)	29.8% [30/77 countries]
% of 15 year old students who say that students don't listen to what the teacher says in their language lessons (2009)	27.6% [27/72 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2018)	31.8% [26/77 countries]
% of 15 year old students who say that there is noise and disorder in their language lessons (2009)	31.6% [26/72 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)	32.2% [14/77 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)	34.3% [11/72 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2018)	22.9% [9/77 countries]
% of 15 year old students who say that students cannot work well in their language lessons (2009)	27.3% [4/72 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)	27.4% [15/77 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)	30.4% [10/72 countries]
% of 15 year old students who say that the teacher shows an interest in every student's learning in their language lessons (2018)	77.0% [33/76 countries]
% of 15 year old students who say that the teacher gives extra help when students need it in their language lessons (2018)	77.4% [33/76 countries]
% of 15 year old students who say that the teacher helps students with their learning in their language lessons (2018)	80.5% [42/76 countries]
% of 15 year old students who say that the teacher continues teaching until the students understands in their language lessons (2018)	76.0% [29/76 countries]
% of 15 year old students who say that the teacher sets clear goals for our learning in their language lessons (2018)	78.9% [24/76 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)	77.5% [38/76 countries]
% of 15 year old students who say that the teacher presents a short summary of the previous lesson in their language lessons (2018)	57.2% [28/76 countries]
% of 15 year old students who say that the teacher tells us what we have to learn in their language lessons (2018)	75.4% [46/76 countries]
% of 15 year old students who agree that their teacher make them feel confident in their ability in their language lessons (2018)	67.4% [57/76 countries]
% of 15 year old students who agree that their teacher listen to their view in their language lessons (2018)	64.5% [55/76 countries]
% of 15 year old students who felt that their teacher understand them in their language lessons (2018)	63.2% [68/76 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)	42.6% [73/77 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)	51.3% [48/77 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)	41.5% [37/77 countries]
% of 15 year old students who say that their teacher gives them feedback on their strengths in their language lessons (2018)	39.8% [26/76 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)	45.2% [35/76 countries]
% of 15 year old students who say that their teacher tells them how they can improve their performance in their language lessons (2018)	49.9% [32/76 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)	69.8% [53/76 countries]
% of 15 year old students who agree that the enthusiasm of the teacher inspired them in their language lessons (2018)	61.5% [34/76 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)	74.1% [58/76 countries]
% of 15 year old students who agree that the teacher showed enjoyment in teaching in their language lessons (2018)	68.3% [57/76 countries]
% of 15 year old students who read texts that include diagrams or maps for school (2018)	32.0% [22/77 countries]
% of 15 year old students who read fiction (e.g., novels, short stories) for school (2018)	24.8% [58/77 countries]
% of 15 year old students who read texts that include tables or graphs for school (2018)	28.1% [35/77 countries]
% of 15 year old students who read digital texts including links for school (2018)	22.3% [28/77 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)	52.2% [55/77 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)	60.4% [37/73 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)	45.0% [40/77 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)	49.1% [19/73 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)	52.8% [42/77 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)	55.9% [17/73 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2018)	56.6% [47/77 countries]
% of 15 year old students who say that the teacher poses questions that motivate students to participate actively in their language lessons (2009)	64.2% [29/73 countries]
% of 15 year old students who have read a text of more than 100 pages in their language lessons (2018)	14.5% [59/77 countries]
% of 15 year old students who are told to write a summary of the book or the chapter in their language lessons (2018)	57.5% [66/77 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)	60.7% [62/77 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)	62.8% [21/77 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)	63.3% [69/77 countries]
% of 15 year old students who are told to answer questions about the book or the chapter in their language lessons (2018)	74.0% [64/77 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)	46.6% [33/77 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)	50.6% [43/77 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)	49.6% [48/77 countries]
% of 15 year old students who are told to write a text related to what they have read in their language lessons (2018)	56.4% [50/77 countries]

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% of 15 year old students who have learned at school how to use keywords when using a search engine (2018)	62.8% [22/77 countries]
% of 15 year old students who have learned at school how to decide whether to trust information from the Internet (2018)	61.7% [53/77 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)	59.7% [34/77 countries]
% of 15 year old students who have learned at school to understand the consequences of making information publicly available online (2018)	56.5% [68/77 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)	53.3% [27/77 countries]
% of 15 year old students who have learned at school how to detect whether the information is subjective or biased (2018)	53.6% [31/77 countries]
% of 15 year old students who have learned at school how to detect phishing or spam emails (2018)	54.1% [13/77 countries]

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% of 15 year old students who read only if they have to (2018)	43.2% [49/77 countries]
% of 15 year old students who agree that reading is one of their favourite hobbies (2018)	50.0% [26/77 countries]
% of 15 year old students who like talking about books with other people (2018)	46.9% [27/77 countries]
% of 15 year old students who agree that reading is a waste of time (2018)	24.8% [34/77 countries]
% of 15 year old students who I read only to get information that they need (2018)	48.1% [47/77 countries]
% of 15-year olds who spontaneously read magazines several times a week (2018)	5.6% [40/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2018)	9.9% [23/77 countries]
% of 15-year olds who spontaneously read comic books several times a week (2009)	23.0% [5/64 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2018)	17.5% [29/77 countries]
% of 15-year olds who spontaneously read fiction (novels, narratives, stories) several times a week (2009)	17.3% [22/64 countries]
% of 15-year olds who spontaneously read non-fiction books (informational, documentary) several times a week (2018)	10.2% [33/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2018)	13.6% [23/77 countries]
% of 15-year olds who spontaneously read newspapers several times a week (2009)	49.5% [17/64 countries]
% of 15-year olds who read books more often in paper format (2018)	30.3% [46/77 countries]
% of 15-year olds who read books more often on digital devices (2018)	24.2% [18/77 countries]
% of 15-year olds who read books equally often in paper format and on digital devices (2018)	19.7% [29/77 countries]
% of 15-year olds who spend more than 1 hour a day reading for enjoyment (2018)	21.8% [35/77 countries]
% of 15-year olds who agree that they are good readers (2018)	73.5% [28/77 countries]
% of 15-year olds who agree that they are able to understand difficult texts (2018)	63.5% [39/77 countries]
% of 15-year olds who agree that they read fluently (2018)	70.3% [54/77 countries]
% of 15-year olds who agree that they have always had difficulty with reading (2018)	19.9% [28/77 countries]
% of 15-year olds who agree that they have to read a text several times before completely understanding it (2018)	49.8% [22/77 countries]
% of 15-year olds who agree that I find it difficult to answer questions about a text (2018)	31.2% [17/77 countries]

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% of 15-year olds who read emails several times a day (2018)	19.6% [7/77 countries]
% of 15-year olds who chat on line several times a day (2018)	55.2% [69/77 countries]
% of 15-year olds who read online news several times a day (2018)	23.6% [48/77 countries]
% of 15-year olds who search information online to learn about a particular topic several times a day (2018)	26.3% [46/77 countries]
% of 15-year olds who take part in online group discussions or forums several times a day (2018)	15.8% [30/77 countries]
% of 15-year olds who search for practical information online several times a day (2018)	19.9% [46/77 countries]

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% of those who agree that there were many words they could not understand in the PISA test (2018)	35.6% [12/77 countries]
% of those who agree that many texts were too difficult for them in the PISA test (2018)	26.4% [16/77 countries]
% of those who agree that they were lost when they had to navigate between different pages in the PISA test (2018)	29.9% [11/77 countries]

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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)	3.14 [57/77 countries]
Extent to which 15-year-olds think of quickly reading through the text twice as useful for understanding and memorising the text (2018)	2.96 [45/77 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)	3.28 [58/77 countries]
Extent to which 15-year-olds think of underlining important parts of the text as useful for understanding and memorising the text (2018)	3.77 [59/77 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)	3.61 [70/77 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)	3.04 [31/77 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)	3.06 [59/77 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)	2.63 [43/77 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)	3.33 [54/77 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)	3.66 [70/77 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)	3.78 [63/77 countries]