PISA 2025 Results (Volume I)

Table I.B2.1

Mean score and variation in science performance

Table I.B2.2

Mean score and variation in reading performance

Table I.B2.3

Mean score and variation in mathematics performance

Table I.B2.4

Mean score and variation in computational problem-solving performance

Table I.B2.5

Mean score and variation in student performance on the science subscale explain phenomena scientifically

Table I.B2.6

Mean score and variation in student performance on the science subscale evaluate designs for scientific enquiry

Table I.B2.7

Mean score and variation in student performance on the science subscale evaluate scientific information for decision making

Table I.B2.8

Mean score and variation in student performance on the science subscale environmental science

Table I.B2.9

Percentage of students at each proficiency level in science

Table I.B2.10

Percentage of students at each proficiency level in reading

Table I.B2.11

Percentage of students at each proficiency level in mathematics

Table I.B2.12

Percentage of students at each proficiency level in computational problem-solving

Table I.B2.13

Percentage of students at each proficiency level on the science subscale explain phenomena scientifically

Table I.B2.14

Percentage of students at each proficiency level on the science subscale evaluate designs for scientific enquiry

Table I.B2.15

Percentage of students at each proficiency level on the science subscale evaluate scientific information for decision making

Table I.B2.16

Percentage of students at each proficiency level on the science subscale environmental science

Table I.B2.17

Science performance, by gender

Table I.B2.18

Reading performance, by gender

Table I.B2.19

Mathematics performance, by gender

Table I.B2.20

Computational problem-solving performance, by gender

Table I.B2.21

Mean score and variation on the science subscale explain phenomena scientifically, by gender

Table I.B2.22

Mean score and variation on the science subscale evaluate designs for scientific enquiry, by gender

Table I.B2.23

Mean score and variation on the science subscale evaluate scientific information for decision making, by gender

Table I.B2.24

Mean score and variation on the science subscale environmental science, by gender

Table I.B2.25

Percentage of students at each proficiency level in science, by gender

Table I.B2.26

Percentage of students at each proficiency level in reading, by gender

Table I.B2.27

Percentage of students at each proficiency level in mathematics, by gender

Table I.B2.28

Percentage of students at each proficiency level in computational problem-solving, by gender

Table I.B2.29

Socio-economic status and science performance

Table I.B2.30

Socio-economic status and science performance

Table I.B2.31

Socio-economic status and mathematics performance

Table I.B2.32

Socio-economic status and computational problem-solving performance

Table I.B2.33

Low and top performance in science, by students' socio-economic status

Table I.B2.34

Low and top performance in reading, by students' socio-economic status

Table I.B2.35

Low and top performance in mathematics, by students' socio-economic status

Table I.B2.36

Science performance by immigrant background

Table I.B2.37

Reading performance by immigrant background

Table I.B2.38

Mathematics performance by immigrant background

Table I.B2.39

Low performance in science by immigrant background

Table I.B2.40

Low performance in reading by immigrant background

Table I.B2.41

Low performance in mathematics by immigrant background

Table I.B2.42

Students' curiosity

Table I.B2.43

Students' persistence

Table I.B2.44

Students' beliefs in growth mindset

Table I.B2.45

Students' beliefs about the nature of science

Table I.B2.46

Students' cognitive adaptability

Table I.B2.47

Students' self-regulation

Table I.B2.48

Students' goal setting

Table I.B2.49

Students' enjoyment of science

Table I.B2.50

Students' cognitive activation in science classes

Table I.B2.51

Students' sense of belonging

Table I.B2.52

Students' attitudes towards school

Table I.B2.53

Students' life satisfaction

Table I.B2.54

Teacher support in science classes

Table I.B2.55

Shortage of education staff

Table I.B2.56

Student-teacher ratio, language-of-instruction class size and class size in science

Table I.B2.57

Full-time and part-time teachers

Table I.B2.58

Teachers’ certification and qualifications

Table I.B2.59

Shortage of educational material

Table I.B2.60

Shortage of digital resources

Table I.B2.61

School's capacity to enhance teaching and learning using digital devices

Table I.B2.62

Time spent per day on digital devices, by purpose

Table I.B2.63

Students' use of artificial intelligence for schoolwork

Table I.B2.64

School policies on the use of digital devices

Table I.B2.65

Time spent on homework per day, in science and in all subjects

Table I.B2.66

Schools providing study help

Table I.B2.67

Disciplinary climate in school science

Table I.B2.68

Students' exposure to bullying

Table I.B2.69

Feeling safe at school

Table I.B2.70

Negative school climate

Table I.B2.71

Student truancy

Table I.B2.72

Student lateness

Table I.B2.73

Family support

Table I.B2.74

Grade repetition

Table I.B2.75

Programme in orientation, by education level

Table I.B2.76

Ability grouping

Table I.B2.77

School type

Table I.B2.78

Student assessment practices at school

Table I.B2.79

External school evaluation

Table I.B2.80

Students' environmental awareness

Table I.B2.81

Students' beliefs in their capacity to generate environmental change

Table I.B2.82

Students' beliefs in collective environmental efficacy

Table I.B2.83

Students' participation in environment-related activities