Keywords
cultural participation
learning continuity
survival analysis
sequence analysis
public learning programs
learner progression
program evaluation
Abstract
This study develops a longitudinal measurement framework for evaluating cultural participation in public learning programs beyond simple attendance counts. The study is designed to track approximately 6,000 learners across 50 public cultural learning programs over three program cycles, generating around 72,000 attendance records, 18,000 assignment or activity-completion records, 9,500 feedback entries, 4,200 course-switching records, and 3,000 re-enrollment records. Instead of treating participation as a one-time enrollment outcome, the study measures repeated attendance, course persistence, voluntary return, project completion, learning pathway change, feedback engagement, and progression across different program levels. Quantitative methods include longitudinal data analysis, survival analysis, sequence analysis, latent transition analysis, growth curve modeling, and logistic regression to identify participation trajectories and dropout risks. Learners can be classified into profiles such as stable participants, intermittent participants, course-switching learners, one-time participants, and re-engaged learners. Main indicators include retention rate, return rate, average participation duration, course-switching frequency, completion continuity, and progression probability. The innovation of this study lies in redefining cultural participation as a dynamic learning process rather than a static attendance outcome, providing public institutions with a more accurate tool for evaluating learner continuity and program impact.
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