The Association between E-Services Web Portals Information Quality and ICT Competence in the Jordanian Universities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The rapid growth of Internet has given extraordinary opportunities to organizations and business to provide services via the Internet (E-services). Moreover, E-services became a key aspect of any organization competitiveness. In Jordan, most of the universities provide different e-services portals to their students. This paper aims to investigate and explore the association between e-services web portals information quality and ICT competence in the Jordanian universities. The current research conducted by using survey questionnaires on a large population from Jordanian Universities. Specifically, 428post and undergraduate students answered the survey from different faculties at the Jordanian Universities. Results found a positive relationship between e-services web portals information quality and ICT competence. Results of T-test indicated that there is no significant difference in the relationship between information quality and ICT competence in the Jordanian universities due to gender and faculty type respectively; whereas the results as found a significant difference in the relationship between information quality and ICT competence due to university type. Also, results of ANOVA test indicated that there is no significant difference in the relationship between information quality and ICT competence in the Jordanian universities that can be attributed to academic year level, and academic degree level.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it