Document Type
Dissertation
Degree
Doctor of Philosophy
Major
Education, Teaching-Learning Processes
Date of Defense
6-17-2026
Graduate Advisor
Keith Miller, Ph.D.
Committee
Phyllis Balcerzak, Ph.D.
Sonya Bahar, Ph.D.
April Regester, Ph.D.
Abstract
Physics education research (PER) plays an important role in improving teaching strategies and student outcomes in STEM education. This study examined relationships among academic preparedness, sense of belonging, and academic performance in introductory physics and introductory astronomy courses at the University of Missouri–St. Louis (UMSL). Diagnostic assessments, belonging surveys, and academic performance measures were used across multiple instructional phases. The study also explored the implementation of assistant-centered peer interventions model, targeted math reviews, and motivational starts designed to support student engagement and belonging. Findings suggested meaningful relationships among belonging, confidence, and academic performance, while highlighting the importance of supportive instructional environments in introductory STEM courses.
Recommended Citation
Basir, Shiva, "Examining the Effect of Assistant-Centered Peer Interventions on Student Belonging and Academic Performance in Introductory Physics and Introductory Astronomy College Courses" (2026). Dissertations. 1603.
https://irl.umsl.edu/dissertation/1603