## 4 Discussion  
This study explored the impact of individual-level characteristics, such as Grade 12 mathematics marks, socioeconomic background, and credits passed on students' academic performance in the BSc Actuarial Science programme. The findings reveal several important insights that are supported by the existing literature and align with Human Capital Theory and [PERSON]'s Model of Student Integration. The results indicate that higher Grade 12 mathematics marks significantly correlate with improved academic performance in the programme, supporting Hypothesis 1. This finding aligns with the existing literature, emphasising the foundational role of mathematics in actuarial studies. For instance, ref. [19] found that general high school knowledge, particularly mathematics, predicted university success more reliably than programme-specific entrance exams. This supports the notion that excelling in mathematics at the secondary level enhances preparedness for the rigorous curriculum of the Actuarial Science programme. Similarly, ref. [20] demonstrated a strong correlation between high school grades and university GPA in medical education, reinforcing the critical role of foundational knowledge in navigating complex quantitative fields. This finding aligns with the Human Capital Theory [17], which posits that education is an investment in human capital. Grade 12 mathematics marks represent an early investment in this human capital, and the positive correlation with academic success in university shows the returns on this investment. Students who excelled in mathematics in high school were better prepared for the rigorous demands of the Actuarial Science programme, validating the notion that prior investments in education lead to greater productivity and success. Furthermore, the study revealed that socioeconomic factors, as indicated by the school quintile, significantly impact academic performance, confirming Hypothesis 2. Students from higher socioeconomic backgrounds tend to perform better than their counterparts from lower socioeconomic backgrounds. This finding corroborates with the work by [22], which highlights the persistent educational inequalities influenced by socioeconomic status. The disparities indicate the need for targeted interventions to support students from disadvantaged backgrounds, ensuring that all students have an equitable opportunity to succeed in mathematics-intensive programmes. Ref. [23] also highlighted that studentsfrom high-poverty schools faced greater challenges in achieving academic success, further emphasising the importance of addressing these inequalities in the context of Actuarial Science. This finding also aligns with Human Capital Theory, as students from higher socioeconomic backgrounds may have had more resources to invest in their education, leading to better academic outcomes. The disparities in performance between students from different socioeconomic backgrounds reflect unequal opportunities for human capital development, where students from wealthier families have access to better educational resources, enabling them to achieve greater academic success. Addressing Hypothesis 3, the analysis of the number of credits passed during the academic year demonstrated a positive association with students' final marks in the programme. This finding is consistent with the study by [26], who emphasised the importance of course engagement and completion as critical indicators of student success. Engaging in coursework and successfully passing modules correlate with better academic outcomes, underscoring institutions' need to foster student engagement in their academic journeys. Furthermore, ref. [24] found that monitoring students' GPA and credit accumulation could provide valuable insights into their future academic trajectories, suggesting that a proactive approach to tracking student progress may enhance retention rates. This finding aligns with [PERSON]'s Model of Student Integration, which emphasises the importance of academic engagement for student success.