## 3 Methodology
### Data Collection  
This section looks into the viewpoints of professionals and experts in 19 different majors at Jazan University, as outlined in Table 1. This study was carried out using a survey that is available in both Arabic and English and is presented below:  
* Goal: The objective of the survey was to enable specialists to identify the key requirements for admission in every major. Specialists in the field ensured data accuracy and the comprehension of all aspects of the issue. This facilitated the creation of a precise dataset and provided proper guidance to machine learning models. * Participants: The respondents, who were the primary stakeholders, consisted of 61 male and female faculty members from various majors at Jazan University, as demonstrated in the first and second columns of Table 1.
* Design: Our proposal involved an internet-based survey that was administered to 61 faculty members from 19 different majors at Jazan University, as depicted in the first column of Table 1. The survey was conducted between April and June of 2020 and comprised seven straightforward questions to identify the primary prerequisites that students must meet to be admitted into majors. The main inquiry sought faculty members' input about the significant high school subjects that concern each university major (based on their respective fields). The second question concerned the minimum scores that students must achieve in these subjects (determined by the first question). The third question concerned the minimum GAT and AT scores that students must obtain to be eligible for these majors. The fourth question inquired about the pre-admission exams that are mandatory for specific college majors. The answers show that pre-admission exams are not required for about 95% of the university's majors. The fifth question focused on students' success factors. Lastly, the survey concluded the input with an open question. * Results: Table 1 provides a summary of the questionnaire results. The first column indicates the colleges and majors, while the second column displays the number of faculty members participating from various majors. The third column outlines the significant courses associated with each major. This information was used to create our dataset (which provided training examples for machine learning models) to help students choose an appropriate major at university. The fourth column of the table displays the minimum scores required for each major, including GPAH, GAT, and AT. However, it should be noted that the responses to this question were not entirely accurate, indicating that the faculty members may not have a complete understanding of the structure of the GAT and AT. For instance, a Mathematics faculty member indicated that a GAT score of 60 and an AT score of 60 are sufficient, even though this falls below the acceptance threshold at Jazan University. The last column in the table outlines the essential skills and qualities that students need to possess to excel in each major. The findings of the questionnaire suggest that each major has specific courses that are of utmost importance, while other courses may not be as necessary. * Practical aspects: A comprehensive dataset needed to be designed, including specific training examples based on the survey's results and further analyzed data. After the initial questionnaire results and real-world data examples were combined, the accuracy of the training process within the machine learning models could be improved. By analyzing the overlap between majors, 60 training examples were used and categorized into four labels or classes, as shown in Tables 2 and 3.