## 3 Results and Discussion
### Relevance of the Club Learning Experience to the Club Respondents' Learning Outcomes
This study's findings suggest that although the personal backgrounds were diversified, with differences in school attributes and education system if students accumulate \"years of experience\" as a club committee member or even a \"club leader\" and devote more time to their clubs, they will acquire better learning experiences. Our findings validate the arguments of regarding engagement theory [23, 24, 25, 26]. 2. Relevance of learning experience to learning outcomes of student club committee members  
According to this study's research data, the relevance of \"club learning experience\" to the respondents' \"club learning outcomes\" was significant. The r value of \"organizational operation experience\" to \"club learning outcomes\" ranged from 0.376 to 0.634. The r value of \"Activity organization experience\" to \"club learning outcomes\" ranged from 0.527 to 0.624. The r value of \"Club involvement experience\" to \"club learning outcomes\" ranged from 0.477 to 0.731. The r value of \"Experience attending training courses\" to \"club learning outcomes\" ranged from 0.480 to 0.602. The r value of \"Experience participating in activities\" to \"club learning outcomes\" ranged from 0.390 to 0.471. Detailed data are shown in Table 5.  
After investigating the relevance intensity of respondents' club learning experiences and club learning outcomes, the following results are presented based on the magnitude and corresponding significance of the correlation coefficients suggested by [PERSON] [27]:  
* The \"organizational operation experience\" was of low relevance to the club learning outcomes. * The \"activity organization experience\" was moderately relevant to the club learning outcomes. * Regarding the relevance of \"club involvement experience\" to the six factors of club learning outcomes, it was highly relevant to \"knowledge integration and application\" and \"intrinsic self-development\" and moderately relevant to \"interpersonal interaction skills\", \"cognitive integration and critical thinking\", \"social care and civic literacy\", and \"practical skills\". * The \"experience in attending training courses\" was moderately relevant to the club learning outcomes. * Regarding the relevance of \"experience in participating in activities\" to the six factors of club learning outcomes, it was moderately relevant to \"knowledge integration and application\", \"intrinsic self-development\", \"interpersonal interaction skills\", \"social care and civic literacy\", and \"practical skills\", and was of low relevance to \"cognitive integration and critical thinking\". Overall, the relevance of learning experiences to learning outcomes was significant (p = 0.01). This indicates that higher learning experiences positively affected the demonstration of learning outcomes. Such findings echo those of [28; 29]. 3. Linear hierarchical regression analysis of the personal background, learning experience, and learning outcomes  
This study conducted a hierarchical regression analysis with personal background and learning experience as predictive variables and learning outcomes as criterion variables. This study's results show that the six factors of personal background variables and learning experience of student club committee members were significant and explanatory in terms of learning outcomes, with \"intrinsic self-development\" being the highest, followed by \"knowledge integration and application\", \"interpersonal interaction skills\", \"cognitive integration and critical thinking\" and \"practical skills\". In contrast, \"social care and civic literacy\" was the lowest. The major conclusions from the results of the linear hierarchical regression analysis are stated as follows:  
* Student club committee members in public schools were positively relevant to \"knowledge integration and application\", \"intrinsic self-development\", and \"interpersonal interaction skills\", and negative for \"social care and civic literacy\". * Student club committee members were positively relevant to \"intrinsic self-development\".