Tamjid Mujtaba

Tamjid Mujtaba
University of London · CPA

Psychology and Education PhD

About

34
Publications
10,368
Reads
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692
Citations
Additional affiliations
November 2013 - present
University of London
Position
  • Researcher

Publications

Publications (34)
Article
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In England, both Religious Education (RE) and science are mandatory parts of the school curriculum throughout the 5-16 age range. Nevertheless, there remain concerns that, as in many countries, students do not have a good understanding about the scope of each subject nor about how the two subjects relate. This article reports on a study that involv...
Article
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Many countries desire more students to study science subjects, although relatively few students decide to study non-compulsory physics at upper-secondary school and at university. To gain insight into students’ intentions to study non-compulsory physics, a longitudinal sample (covering 2258 students across 88 secondary schools in England) was surve...
Article
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Science-related careers are often considered to be less accessible by many children. More research is needed to distinguish any influences from different aspects of life so that support and/or interventions can be focused to help mitigate any disadvantage and inaccessibility. In order to gain greater understanding of constraints or influences on ch...
Article
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There already exists a large knowledge base about teaching and learning related to the origins, diversity and history of life on Earth. We know less about teaching and learning related to wider issues pertinent to both religion and science. In our research with 40 students in six secondary schools in England, we looked at wider issues of student pe...
Article
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There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students’ background and home context, their own attitudes and beliefs, and their experiences of particular te...
Article
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This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focus on NHMs. We review the possible benefits of interactions between schools and NHMs, and the potenti...
Article
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This article reports on a teaching intervention for year 9 or 10 students (age 13-15) in secondary school biology and religious education (RE) lessons that was partly intended to deepen students' reflections, empathy and literacy when considering the similarities, differences and relationships between religion and science. The intervention proved t...
Article
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More people studying and working within science are desired in numerous countries, although it remains less clear how educators can help. Analysis considered nationally-representative samples of students in England, aged 15 (Year 11), from 2006 and 2015. On both occasions, accounting for students’ background and other views, students’ perceived uti...
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Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government pol...
Article
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This paper explores how students' aspirations to study mathematics or physics in post-16 education are associated with their perceptions of their education, their motivations and the support they feel they received. The analysis is based on the responses of around 10,000 students in England in year 8 (age 12–13) and then in year 10 (age 14–15). The...
Article
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The third of the eight Millennium Development Goals is to promote gender equality and empower women. This paper discusses the factors which are associated with 31 female higher education students’ choices and aspirations to pursue education and careers in mathematics and science related fields. The analysis is based on semi-structured interviews. P...
Chapter
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This chapter aims to identify the factors that relate to students’ intended choices with respect to mathematics in schools in England, using a mixed methods longitudinal approach. Throughout we highlight the methodological issues that surfaced in our study. Methodologically, we reach three principal conclusions. First, mathematics-specific measures...
Article
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Calibration of mathematics self-evaluations (mathematics task confidence compared against ability) was longitudinally explored through 2490 students from England. Students with accurate task calibration at Year 10 (age 15) reported the highest intentions to study mathematics in Years 12 and 13 (when mathematics is not compulsory), and also generall...
Article
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This paper offers explanations as to why good candidates for mathematics or physics degrees might opt to study subjects other than STEM (science, technology, engineering, mathematics) subjects at university. Results come from analysis, informed by psychoanalytic theory and practice, of narrative-style interviews conducted with first-year undergradu...
Article
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Increasing the number of students who study mathematics once it is no longer compulsory remains a priority for England. A longitudinal cohort from England (1085 students) was surveyed at Years 10 and 12. Students' self-beliefs of ability influenced their GCSE mathematics grades and their intended and actual mathematics subject-choices; the degree o...
Article
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This paper investigates the factors that influence 15-year-old students’ intentions to study physics post-16, when it is no longer compulsory. The analysis is based on the year 10 (age, 15 years) responses of 5,034 students from 137 England schools as learners of physics during the academic year 2008–2009. Factor analyses uncovered a range of physi...
Article
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This paper explores which classroom and teacher factors are associated with post-16 mathematics aspirations, mathematics intrinsic motivation, and mathematics self-concept. Few studies explore all three outcomes among the same set of students or make linkages across the factors that are important to these outcomes. The analysis is based on the surv...
Article
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This briefing paper summarises which classroom and teacher factors are associated with post-16 mathematics aspirations, mathematics intrinsic motivation and mathematics self-concept. Few studies explore all three outcomes amongst the same set of students nor make linkages across the factors that are important to these outcomes. The analysis is base...
Article
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This paper investigates the characteristics of 15-year-old girls who express an intention to study physics post-16. This paper unpacks issues around within-girl group differences and similarities between boys and girls in survey responses about physics. The analysis is based on the year 10 (age 15 years) responses of 5,034 students from 137 UK scho...
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This paper explores the factors that contribute to the development of positive stress and distress in teachers within secondary schools in England. It draws on narrative interviews undertaken with twelve mathematics and science teachers in six schools and focuses on three of these teachers to explore issues in more depth. The findings demonstrate t...
Article
Full-text available
This paper explores the factors that are associated in England with 15-year-old students' intentions to study physics after the age of 16, when it is no longer compulsory. Survey responses were collated from 5,034 year 10 students as learners of physics during the academic year 2008–2009 from 137 England secondary schools. Our analysis uses individ...
Article
Full-text available
The research on which this article is based was commissioned because of concerns about perceived shortages of willing and able young people choosing to study physics at university. Purpose This article reports on first year physics undergraduates’ narratives of why they are studying physics and uses these narratives to identify reasons for their ch...
Article
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This study explored factors associated with the development of negative stress (distress) in teachers and examined the possibility of positive stress. Quantitative analysis was used to explore the relationship between stress and self-reported measures of job motivation, self-efficacy and teachers' perceptions of their professional lives from 1,187...
Article
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We report on a project currently in progress that aims to identify through research the range of factors (individual, school and out-of-school, including home) and their interactions that influence post-16 (i.e. post-compulsory) participation in mathematics and physics in the UK and to assess their relative importance among different student popula...
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This paper reports on some of the social and emotional complexities young people negotiate, consciously or otherwise, when applying to study at university and presents reasons for why good candidates for mathematics degrees may not opt to study mathematics. The research comes from one strand of the UPMAP project which is seeking to understand profi...
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This report explores how young people in two inner-city multicultural secondary schools develop their sense of school belonging, attitudes to diversity and their supportive and close relationships to others. The results are based on analysis of quantitative survey data collected from more than 1500 students in our two schools and qualitative interv...
Article
This paper analyses national assessment and examination data sets in England to test the claim that networked learning activity contributes to raising standards of attainment. Results for primary and secondary schools involved in the large and innovative network learning community (NLC) programme in England funded by the National College for School...
Article
Full-text available
This report explores how young people in two inner-city multicultural secondary schools develop their sense of school belonging, attitudes to diversity and their supportive and close relationships to others. The results are based on analysis of quantitative survey data collected from more than 1500 students in our two schools and qualitative interv...
Article
Previous British studies have found that EAT scores of second generation British Asian schoolgirls are higher than those of White schoolgirls (Furnham & Husain, 1999; McCourt & Waller, 1995; Mumford et al., 1991), and that these scores are positively associated with parental over-protection (Furnham & Hussain, 1999). This study looked at the relati...
Article
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This paper is based on the longitudinal quantitative strand of a large-scale mixed methods ESRC-funded study, 'Understanding Participation rates in post-16 Mathematics And Physics' (2008-2011); the project sought to identify factors that relate to students' intended choices with respect to physics and mathematics. This paper investigates issues aro...
Article
Full-text available
The research on which this report is based was commissioned because of concerns about perceived shortages of willing and able young people choosing to study physics at university. This paper reports on first year physics undergraduates' stories of why they are studying physics. Narrative-style interviewing with a purposive sample of first year unde...

Projects

Projects (2)
Project
1. Contribute to the knowledge base on the appropriate methodologies for studying the impact of longitudinal interventions (whether neutral, positive or negative) on target students from widening participation backgrounds. 2. Inform future Government practice and raise awareness in the UK Government and university and school leadership of the barriers to progression in chemistry for target students. 3. Provide insights into the success, or otherwise, of the intervention activities in overcoming barriers to progression in chemistry. See https://www.ucl.ac.uk/ioe/clients-partners/consultancy-services/case-studies/chemistry-for-all