An ADDIE-based mobile inquiry-based learning model for enhancing entrepreneurial competence in higher education

Abstract

Higher education institutions face a clear mandate to equip students with adaptive, forward-thinking entrepreneurial skills that align with technological progress. Yet, university-level entrepreneurship coursework is often bogged down in traditional theory, offering little exposure to digital tools, inquiry-driven methods, or hands-on practice. To bridge this pedagogical gap, this study developed and evaluated a Mobile Inquiry-Based Learning (M-IBL) model alongside its instructional tools, namely, mobile-based modules, lesson plans, and assessment rubrics. The study employed a Research and Development (R&D) methodology guided by the five-phase ADDIE framework: Analysis, Design, Development, Implementation, and Evaluation. To evaluate performance in a real classroom setting, a single-group pretest–posttest design was conducted with undergraduate students. Data collection drew on expert validation forms, lecturer and student feedback questionnaires, and formal entrepreneurial competency tests, with analysis carried out using descriptive statistics, paired-samples t-tests, and normalized gain (N-gain) scores. Expert evaluations validated the M-IBL framework and instructional materials at 86.66%. In terms of classroom practicality, the model received strong ratings: 92.00% from lecturers and 93.33% from students. Competency assessments revealed statistically significant improvements after the intervention (p < 0.001), with a moderate N-gain score of 0.659. These empirical findings indicate that anchoring mobile inquiry-based learning in structured materials creates an authentic educational setting that sharpens students’ critical thinking, creative output, and problem-solving capabilities.