The purpose of this study is to investigate the effects of Web 2.0 supported STEM practices on 8th The aim of this study is to examine the effects of STEM activities supported by Web 2.0 tools on 8th-grade middle school students’ academic achievement, attitudes toward technology, and their perceptions of the implementation process. An explanatory sequential mixed methods design was adopted, incorporating both quantitative and qualitative data. Quantitative data were collected through an achievement test and a technology attitude scale, while qualitative data were obtained via semi-structured interviews. The study group consisted of 33 students in total, with 17 students in the experimental group and 16 in the control group. Quantitative data were analyzed using SPSS 27.0, and qualitative data were examined through content analysis. The quantitative findings indicate that Web 2.0-supported STEM applications significantly enhanced students’ academic achievement and their attitudes toward technology (p<0.05). A statistically significant difference was observed between the pre-test and post-test scores of students in the experimental group. Qualitative results revealed that the students in the experimental group perceived these activities as supportive for learning, motivating, and enhancing interaction. In conclusion, Web 2.0-supported STEM practices were found to contribute positively to the learning environment and the overall instructional process. Accordingly, the systematic and widespread integration of Web 2.0-based digital tools into instructional practices may support students in developing interactive and meaningful learning experiences.

: Web 2.0, STEM education, academic achievement, attitude toward technology, mixed method.