Document Type : Original Article


1 Department of Psychology and Education, University of Tehran, Tehran, Iran

2 PhD Candidate in Educational Psychology, University of Tehran, Tehran, Iran

3 PhD Candidate in Measurement and Assessment, University of Tehran, Tehran, Iran


The present study aimed to examine the effective factors in the rank of national entrance exam of the candidates in state universities and higher education institutes in Iran in the form of a multilevel analysis. Therefore, the data of 5000 candidates was gathered randomly from five experimental groups in the national examination of 2017. The HLM7.30 software was used for multilevel data analysis. The results revealed that among the provinces, there were significant differences in the average national ranks of the candidates in Math, Humanity, Art, and English experimental groups. However, there was not any significant difference in the Science group. In the Math group, the average scores of the third year of high school, the total average of diploma, the entrance quota, and gender determined 58.44 percent of the whole variance of the national rank at level one. In the Humanity group, the average scores of the third year of high school, the total average of diploma, and gender explained 49.22 percent. In the Art group, the total average of the third year of high school, the entrance quota and gender were 15.8 percent; and finally in the English group, the average scores of the third year of high school, the total average of diploma, the entrance quota, and gender were wholly 31.45 percent. There was not any relationship between the age of the candidates as well as the time interval between their graduation and the entrance exam with their national rank. In the Humanity group, only in the local districts and among the other groups, in poles and local districts, the national rank of the candidates was different. In the Science group, only the third year high school’s average scores of the candidates could predict the national rank.


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