Teaching-Learning Practices in Science Club Activities at Dinadiawan National High School: An Educational Perspective
DOI:
https://doi.org/10.55687/ste.v5i1.257Keywords:
Science Club activities, teaching–learning practices, experiential learning, secondary education, student engagementAbstract
This study examined the teaching–learning practices implemented in Science Club activities at Dinadiawan National High School from an educational perspective. Using a descriptive mixed-methods research design, the study explored the instructional approaches, learning strategies, and activity structures employed by Science Club advisers, as well as their influence on students’ engagement and scientific skill development. Quantitative data were gathered through survey questionnaires and activity observation checklists administered to Science Club advisers and student members, while qualitative data were collected through semi-structured interviews and focus group discussions. Descriptive statistics and thematic analysis were used to analyze the data. Findings revealed that Science Club activities were characterized by a very high level of inquiry-based, experiential, and collaborative learning practices. Hands-on experiments, group projects, and real-life science applications were frequently used, resulting in very high levels of student interest, participation, teamwork, and problem-solving skills. Qualitative findings further showed that students perceived Science Club activities as enjoyable and meaningful, enhancing their curiosity and motivation to learn science. However, the study also identified challenges in the implementation of Science Club activities, including limited resources, time constraints, and inconsistent student attendance. Despite these challenges, teachers employed adaptive strategies such as improvising materials, modifying activities, and collaborating with colleagues to sustain effective learning experiences. The study concludes that Science Club activities significantly contribute to experiential science learning and the development of scientific skills beyond the formal classroom. The findings provide a basis for strengthening co-curricular science programs, improving institutional support, and promoting innovative teaching–learning practices in secondary education.
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