Science, technology, engineering and mathematics (STEM) is a comprehensive approach that integrates those disciplines into a cohesive learning paradigm. Applying this approach is very important to modernize teaching strategies in order to provide the current competitive and skill-based job market. This study aims to investigate the impact of using STEM- based activities on students’ thinking skills. The researchers used an experimental approach, where two groups of students were chosen; an experimental and control one. The control group was taught by using the traditional strategies, while the experimental group was taught using STEM-based activities through collaborative working groups based on CCTST and TAM. The main findings revealed that the experimental group students’ attitudes were positively changed towards learning science, technology and maths. Students were able to solve real-life problems, learn complex concepts and apply them. It was recommended to use STEM-based activities in schools in a more systematic way.

The impact of STEAM (Science, Technology, Engineering, Arts, and Math) on pupils’ learning has been increasingly highlighted recently. This study aims to shed light on the effect of STEAM activities based on experiential learning on ninth graders’ mental motivation and learning. The present research adopted a mixed methodology (quantitative and qualitative). The study sample consisted of 90 students divided into three groups. The tools utilized in conducting the study included California Measurement Mental Motivation, and semi-structured interviews with (10) participants. The tools’ validity and reliability were verified. After data were analyzed, the findings showed statically significant differences between students’ post average scores regarding mental motivation due to teaching method, and in favor of the experimental groups (face-to-face STEAM activities, online STEAM activities). This provides tangible proof for the need to include STEAM activities in school curricula to enhance learners’ curiosity, problem-solving skills and self-confidence through learning, as well as their task accomplishment ability.