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Purpose-The attention, working memory, and mood of learners are the most important abilities in the learning process. This study was concerned with the comparison of contextualized attention, working memory, and mood through a neurocognitive-based model (5P) and a conventional model (5E). It sought to examine the significant change in attention, working memory, and mood of Grade 9 students after the intervention of a neurocognitive-based model (5P) and a conventional model (5E) in an experimental group and a control group, respectively. Methodology-A total of 76 out of 324 Grade 9 students were randomly selected from a high school located in Mahasarakham province, Thailand. A pre-test and post-test control group design was employed. The neurocognitive-based model (5P) was developed utilizing a neurocognitive-based theory and was implemented in the experiment group, while the conventional model (5E) was used in the control group. Three types of psychological tests were utilized as research instruments, namely the attention computerized battery test, the working memory computerized battery test, and the Bond-Ladder visual analogue scale. MANOVA analysis was used to analyse the effect of these instructional models on student attention, working memory, and mood. memory, and mood conditioning mean score of the neurocognitivebased model (5P) interventions were better than in the conventional model. In conclusion, neurocognitive-based contextualization had more effect on the attention, working memory, and mood of Grade 9 students than conventional model (5E) contextualization. Significance-The findings contribute significantly to current knowledge on the effectiveness of the neurocognitive-based model (5P) to enhance student learning outcomes in terms of attention, working memory and mood.

STEM stands for Science, Technology, Engineering and Mathematics integrated to be an educational management approach. It also enhances students’ thirteen science process skills including observing, classifying, measuring, using numbers, using space/time relationship, inferring, predicting, communicating, identifying and controlling variables, defining variables operationally, formulating hypotheses, experimenting, interpreting data and drawing conclusion. These are divided into two groups: basic process skills consisting of the first eight processes and integrated process skills consisting of the last five processes. Nowadays, there are plenty of studies concerning the STEM Education effected on students’ science achievements in Thailand but not many focusing on science process skills. Therefore, the objective of this research is to synthesize the STEM Education effected on Thai students’ science process skills. The variables consist of two sets which are the description of research, and the effect sizes of research. The tool for collecting data is the recording data form for research synthesis. Data were analysed by frequency, percentage and meta-analysis. The results showed that 1) the description of research found that from 2010 until 2019 research referring to students’ science process skills on STEM Education published ten reports, mostly in 2016 and 2018 (40%), Maha Sarakham University and Rajabhat Maha Sarakham University equally usually produced the research referring to the students’ science process skills on STEM Education (30%), most researchers from the Office of the Basic Education Organization produced the research (90%), most were female researchers (80%), the research type was thesis in master degree (100%), the objective commonly found was to compare (44%), most of the research design found was in experimental design using One Group Pretest - Posttest Design (80%), always found sampling methods using cluster random samplings (50%), sample found mainly was students (100%), samples’ research level was equally both lower and upper secondary (50%),used largely in science (50%) and repeated analyzing method found was descriptive statistics (27.02%), and most of the science process skills were integrated skills (60%). 2) The effect sizes (d) of STEM Education effected on students’ science process skills was 1.69. The Standard Deviation (Sd) was 1.99. This means that the STEM Education can influence students’ science process skills.