The effect of ADDIE-based entrepreneurship education on entrepreneurial intentions: a quantitative study grounded in the theory of planned behavior and Dewey’s learning by doing

Abstract

This research aims to assess the effect of entrepreneurship education through the ADDIE model on the entrepreneurial intentions of higher vocational college students in Hebei Province, integrating the Theory of Planned Behavior (TPB) and John Dewey's "Learning by Doing" theory as a foundational framework. This study used a cross-sectional design with a quantitative approach to evaluate the impact of an entrepreneurship education curriculum based on the ADDIE model. Data were collected at two time points: the Analysis phase (pre-test) and the Evaluation phase (post-test) after a 3-month curriculum. Participants included 260 vocational college students from eight universities in Hebei Province, specializing in Automotive Manufacturing Technology across all academic levels. A survey questionnaire with 28 questions was used to assess students’ entrepreneurial intentions, attitudes, and perceived behavioral control. Data analysis was performed using SPSS 26.0, with independent t-tests and linear regression employed for statistical evaluation. The research indicates a positive influence of the entrepreneurship education curriculum on students' perceived entrepreneurial attitude and behavioral control. The t-tests showed significant changes with large effects. However, regression analysis indicated a possible deterioration in attitude and a lack of significant change in behavioral control, suggesting other factors influencing the situation. The impact of the curriculum on entrepreneurial intentions is therefore contradictory. The findings suggest that entrepreneurship education positively affects students’ attitudes and perceptions about entrepreneurship, although perceived behavioral control presents some challenges.