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This research aimed to evaluate physics learning based on STEM (Science, Technology, Engineering, and Mathematics) practices among college engineering students. The study employed a mixed-method approach, using a quasi-experimental pretest and posttest survey questionnaire with a control group (CG) in the quantitative phase. Regarding the qualitative phase, the study conducted semi-structured interviews after the intervention for the experimental group (EG). The study population consisted of first-year engineering students in the Department of Mechanical Engineering for the academic year 2024-2025. Two classes were randomly selected, with one designated as the EG, and the other as the CG. The physics learning based on STEM was applied to the EG, while the CG was taught using the conventional method. Mann–Whitney U test was applied to the quantitative data, while thematic analysis was used for the qualitative data. The results showed a significant difference in mean scores between the EG and the CG. The thematic analysis revealed that physics learning based on STEM practices helped students in the EG understand how physics concepts and principles were applied to the engineering context.
Van Thien Ngo (2026) studied this question.