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Introduction
Education is one of the main areas of life where people aspire to scale from one level to the next. While some fail to continue their education and settle for work, family, or personal businesses, many succeed and seek to pursue their careers at more advanced levels. Breakthroughs in education usually occur after passing high school exams with grades that give them entry to the university. Most students are generally confused because they have no career choices, yet they must make critical decisions that can influence their future professionalism and families (Darioshi & Lahav, 2021). According to Lent and Brown (2020), the magnitude of this decision surpasses previous choices ever made by the learners. Consequently, making such a decision is not trivial because the students may not have access to all the crucial information necessary to inform their choices. According to Batool and Ghayas (2020), many student students choose their courses based on peer influence, which eventually becomes burdensome to them at a later stage in life. Moreover, some students change their courses after some years in the course they chose while they were uninformed about the programs that suited their potential.
Apart from choosing courses, students are also faced with the challenge of selecting the institutions where they can study. Higher educational institutions, students, and parents recognize the significance of pursuing education outside the home. From a students perspective, studying abroad may mean they are exposed to an entirely new way of living, communicating, studying, learning, and socializing. This may be beneficial as they become independent, have a more comprehensive worldview, and become better communicators. Other benefits may include better career, job, and immigration opportunities. However, deciding on an institution because it is based in a specific region may mislead a student into selecting a course that may not help the learner in the future. Consequently, it is crucial to furnish learners, especially high school graduates, with enough information that assesses their past, behaviors, aspirations, and interests and use the gathered data to recommend a course for the students.
Background of the Study
University and course selections have challenged students for several years despite the availability of online resources. According to Malik, Rana, and Bansal (2020), the unfiltered information provided through the Internet has been one of the primary causes of misleading information that high school graduates use to make information regarding their chosen courses. Consequently, it is critical to design a system that considers students preferences and interests to guide them in selecting their courses. For instance, some learners have fixed attitudes and only explore specific content on the web regarding their education. Others consider courses that are easy for them to obtain high grades, while others may want to study guided by professors with experience. Therefore, it is crucial to analyze the opinions that could make the learners gather enough data to help them recognize their interests and course choice. This can be achieved through an assistive technology for supporting student admission through course selection discovery or a Recommendation System (RS), which directs the learners from one point to the next and uses the collected data to give the students their unique preferences.
The primary role of such an assistive technology for supporting student admission through course selection discovery is to deliver customized information meeting the needs of various users based on their preferences. These can be achieved through using Collaborative Filtering (CF) or Content-based Filtering (CBF), each other which uses unique algorithms that help in making the final recommendation (Thannimalai & Zhang, 2021). CF reaches a choice based on past ratings coinciding with that of the user, while CBF relies on the contents relating to the same items of the user profile. Hybrid systems combining the two have also been implemented to account for the benefit of the two mentioned system design approaches.
Problem Statement
Various stakeholders have implemented several information and communication technologies and systems to support the university course application process. However, in most of them, students meet an overwhelming chunk of data that they must individually go through one by one to help them select a preferred institution and course to study. Some learners must outsource the task of finding suitable colleges to agents or consultants. In contrast, others must spend longer hours searching for tailor-made information, which may yield fruitful results or render the individuals efforts futile. Still, others settle for courses other than their original choice because they fail to get what they were searching for and yield to the pressure from their parents to select a particular college based on sentiment or personal biases. Moreover, other learners gather and rely on misleading or erroneous information from blogs and websites whose identity and integrity are questionable.
Using third-party agents may be a significant factor in a students choice of university. When guided by such persons alone, several factors must be considered and weigh the positive and negative impacts of such services. For instance, agents have years of experience and may be the distinguishing factor when applying to specific institutions. They can assure sources in reviewing the institutions and provide insightful feedback. They can also offer realistic chances of acceptance to quality programs and guide the form of communication in the mother tongue of the prospective student, who may find it to be a comforting and assuring method for making decisions.
On the other hand, such consultants may introduce bias based on their previous work experiences, such as application successes and failures, personal convictions and assumptions, and sentimental attachments. They can also choose to mismatch the candidate with available university programs. Moreover, they may have a limited scope of awareness as they may not know existing universities, government policies, and scholarships. They can be affiliated with some universities, thus providing information about the institutions they represent. Still, the students or their parents must pay some fees to get assistance.
Problem Solution
The problems mentioned above call for designing and implementing a dependable and cost-effective system for the users. Such a system must address the users needs, mainly by sifting relevant information, serving it to the students, and suggesting and guiding them to a final decision. The system also must create a baseline for consensus among all the stakeholders, including the public, the university, and the authorities concerned. Consequently, the application must provide solutions to the users searching for information regarding courses and universities and help with how such information relates to their potential and interests. The solution to the problem identified will ensure that the system gives the learners access to institutions, their courses, and valuable information surrounding their services on one platform. Students will have little or no need to seek information about institutions from third-party agents only, if necessary, as a supporting source.
Even though a similar technology has been implemented and used in different business applications, the current one has been given a more novel approach. It gathers global information and synthesizes it to fit an individuals needs. It achieves this through the following specific functions:
Allows customers to register on the platform
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