This study investigated the efficacy of extracurricular science intervention in promoting students' science learning performance and attitudes toward science. The Junior High School Student Questionnaire (JSSQ) was used to measure attitudes toward science, sexist attitudes and perceptions of the classroom learning environment. Twenty-eight eighth graders from single parent families were participants in the one group pre-test post-test study. It was found that they made significant progress on most of the measurements. Additional qualitative results of interview and observation were used for triangulation and consideration of findings. The initial findings from the approach of multi-methods reveal a positive impact on the students' learning of science.