Exploring the Learning Efficacy of Students’ STEM Education from the Process of Hands-On Practical Experience

International attention and promotion of STEM education continue. However, the relevant literature on the design and presentation of the STEM hands-on experience process is still limited. Accordingly, this research focuses on the learning of the hands-on process and explores its impact on the learning efficacy of STEM education. The research method is mainly quantitative, supplemented by qualitative. The subjects were 105 students who took the bakery course in our school and conducted STEM hands-on experience activities in the second semester of 2021. This research used the STEM experience questionnaire to collect data from pre-test and post-test, one-way ANOVA, analysis of learning feedback, and coping with learning difficulties. The results showed that the paired-sample t-test results of the pre-and post-tests indicated that the average value of the post-test was better than that of the pre-test, and the learning difference was significant; the one-way ANOVA demonstrated that there was no significant difference between gender and age on the learning effect of STEM activity, but for the degree of disposition for this activity has significant differences; students gave interview feedback during the learning process of this activity, thinking that on the one hand, it can improve baking skills, and on the other hand, it can deepen the skills of solving problems from thinking; during the learning process of this activity, using students’ thinking skills to solve learning difficulties or obstacles will positively affect their learning outcomes. However, for the sustainable operation of future STEM activity courses, teaching, and research is the key.