## 5 Discussion and Recommendation  
According to the findings of this research, the current admission policies at universities are not accurate. These polices rely on some composed numerical scores, which are WS and QS. Such composed scores are calculated according to scores such as GPAH, GAT, and AT. These scores are calculated as a projection of a set of data, so they hide important information. Indeed, GPAH represents the scores of about 17 courses. GAT is a number that represents students' aptitude in mathematics and Arabic. AT is another number representing mathematics, physics, chemistry, and biology. However, the medical major gives more importance to English, chemistry, and biology. The scores of the three courses are hidden behind GPAH and AT. The main issue with accumulated scores is that they do not accurately represent the values they are based on. For example, there are two stores (Store 1 and Store 2). The average sales figure for Store 1 for the last two years (y1 and y2) is 100,000, and the average sales figure for Store 2 for the last two years is also 100,000. However, the sales for Store 1 in the first year were Store1.y1 = 20,000 and the sales for Store 1 in the second year were Store1.y2 = 180,000, while the sales for Store 2 were Store2.y1 = 99,000 and Store2.y2 = 10,100. Obviously, the sales of Store 1 increased incredibly last year, while the sales of Store 2 were stable for the last two years. In this way, the average does not show some important details behind the value. The same issue is applicable to student GPAH and other scores, as shown in Figure 5. Figure 5 shows the course scores and GPAH for two students (GPAH = 85 for both students, represented by red line). Figure 5 highlights the distances between GPAH and individual course scores. It is clear that the GPAH for student 2 is more representative (represented by the green line), while the course scores for student 1 (represented by the blue line) have more distance from the GPAH. In fact, standardized measures can be used, such as variance and standard deviation. Clearly, the variance and standard deviation for student 2 are smaller than those for student 1, which means that the GPAH for student 2 is more representative of the course scores. Another example demonstrating the issues of WS and QS is shown in Table 12. Table 12 illustrates that two students applied to medical college. Student x has GPAH = 95, GAT = 91, and AT = 89, while student y has GPAH = 94, GAT = 89, and AT = 89. Using the current enrollment policy, student x has a better chance to be accepted as a result of having higher scores for GPAH and GAT. In Table 6, we can find the important courses for each major. Obviously, student x has higher GPAH and GAT scores because of their high scores in mathematics, physics, Arabic, and others. However, considering the hidden (detailed) scores, student y is better in chemistry and biology, which are more important when joining  
Figure 4: Illustrates SVM with an accuracy rate of 75%. medical college. In addition, student y has a lower GAT score because of their performance in mathematics, while y's English score is better than x's. English scores are more important than mathematics scores for students who apply to medical college. Indeed, the same concept is applicable to engineering, computer science and information technology, and business colleges. On the other hand, the majors of education, Sharia, and arts and humanities do not consider AT. GPAH and GAT affect the enrollment in these three majors negatively. GPAH has the highest correlation with GPAU for education and Sharia majors, while WS has the highest correlation for arts and humanities majors (as shown previously in Table 5). However, GPAH and QS scores give more credit to mathematics, physics, chemistry, and biology, which are not relevant to theoretical majors. In addition, an English major requires good performance in English courses, while the scores of mathematics, physics, chemistry, and biology are not important.