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Enhancing Tax Awareness and Tax Knowledge among Future
Taxpayers: A Study on the Effect of Embedding Technology in
Teaching and Learning
Norul Syuhada Abu Hassan*
1
; Siti Aisyah Barizah Kamsis
2
; Siti Fatimah Abdul Rashid
1
; Azwanis
Azemi
2
and Muhammad Asyraf Haziq Rossli
2
1
Faculty of Economics and Management, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor,
Malaysia
2
Universiti Poly-Tech Malaysia, 56100 Cheras, Wilayah Persekutuan Kuala Lumpur, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000460
Received: 20 October 2025; Accepted: 26 October 2025; Published: 15 November 2025
ABSTRACT
The outbreak of the COVID-19 pandemic has significantly reshaped learning practices. The use of social
media technology in higher education has been shown to empower teaching and learning, particularly in
complementing conventional teaching approaches in the classroom. The change in norms in post-pandemic
teaching has led many institutions, including higher education institutions, to realize the benefits of using
technology as a teaching tool. This study investigates the effect of embedding technology into tax education,
particularly on students’ tax awareness and tax knowledge. The study used an experimental research design
where pre- and post-data of control and experimental groups were collected and analyzed accordingly. This
experimental study divided 160 students randomly into two classrooms, which used different teaching and
learning approaches. Findings highlight that the use of technology through YouTube videos as a
complementary method in teaching and learning demonstrated a more significant improvement in tax
awareness and knowledge compared to the conventional method. The results proved that there is a significant
difference in students’ tax awareness between the two groups, where the technology-embedding approach
shows a better tax awareness level compared to the conventional method. The level of students’ tax knowledge
for the technology-embedding approach shows a better result and improvement compared to the conventional
method, even though the result fails to prove a significant difference. Overall, findings highlight a substantial
positive impact on students’ tax awareness and knowledge, particularly when compared to a control group that
learns in a conventional method.
Keywords: Tax Education; Tax Awareness; Tax Knowledge; Teaching and Learning; Social Media
INTRODUCTION
In the digital era, technology has become integral to daily routine, especially with the emergence of social
media as one of the most influential aspects. Social media covers various applications that allow users to
create, share, comment, and discuss various digital content. It is considered a 'dynamic', 'interactive',
'democratic', ‘people-centric', 'erratic', 'social', and 'adaptive' (Manca & Ranieri, 2016). One aspect of
technology social media that is often overlooked is its ability to transform teaching and learning towards a
more social, open, and cooperation-oriented direction (Moghavvemi et al. 2018). Previous researchers have
employed multiple theories and models to determine the capacity of social media to advance and develop in
teaching and learning. A study by Fleck et al. (2014) applied the theory of Mixed Learning or "the Blended
Learning theory" to study the use of YouTube in a classroom setting, and they noted that students are ready to
use their commonly used online learning tools, which ultimately enhance their learning experience. Other
researchers have also suggested that the combination of multiple social media can influence mixed learning in
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the context of higher education (Artal-Sevil et al. 2015), where the effect is more on the teaching and learning
process (Alebaikan &Troudi, 2010).
It is reported that when online sessions are used to add to traditional teaching methods, students’ engagement
improves and they understand the lesson at a faster rate (Graham et al. 2017). This blended learning
undoubtedly increases flexibility and encourages independent feedback during the course (Alebaikan &
Troudi, 2010; Korr et al., 2012). A study in hospitality and tourism found that social media is an effective tool
in teaching especially in developing countries (Sobaih et al., 2016). These benefits, as mentioned earlier,
related to blended learning have convinced many curriculum executors to accept them in their respective
institutions.
The use of social media in higher education has been shown to empower the teaching and learning process
(Manca & Ranieri 2016; Moghavvemi et al. 2017). Facebook is an example of social media used to collect
information (Junco & Cotten 2012), used as a learning tool (Moghavvemi et al. 2017) and an incredible
platform that connects students and spreads university culture (Yu et al. 2010). In addition to Facebook,
YouTube is also a teaching tool under social media that allows the formation of social relationships. Based on
the statistics, YouTube is the third most visited website in the world, behind Google and Facebook.
Educational videos, edutainment, marketing, and science are constantly uploaded to YouTube, and their use in
classroom settings is gaining attention, especially with the outbreak of the COVID-19 pandemic. The change
in norms in post-pandemic teaching has led many institutions, including higher education institutions, to
recognize the values of technology as a teaching tool, especially in making studies on their highest
effectiveness.
YouTube provides satisfaction to students when videos are used in teaching and learning in a traditional
classroom setting (Torres-Ramírez et al., 2014). Clifton and Mann (2011) report that the use of YouTube to
teach nursing procedures improves students' attention or focus, because reinforcing visual cues is easier than
just listening (Johnson & Mayer, 2009). Other studies also reported increased retention in the course when
social media was integrated into their courses (Alon & Herath, 2014; Barczyk & Duncan, 2012). Prior study by
Dupuis et al. (2013) also reported that Biology students who watched online videos related to their classes
achieved better grades than their classmates who did not watch online videos related to the course.
Based on the Malaysian Education Development Plan 2015-2025, a pedagogical approach that combines
online learning and traditional face-to-face teaching will be implemented in all higher education institutions in
the country (MOE, 2015). Some universities in Malaysia are beginning to implement blended learning, where
many lecturers have begun using YouTube and Facebook as tools to complement their traditional teaching
approaches. Students responded to this shift by also increasing their use of YouTube in learning during the
pandemic. However, formal research on the use of social media as a complement in teaching and learning is
limited, especially involving taxation courses.
Taxation is a core subject for accounting graduates, aimed at exposing students to the Malaysian tax
administration system and the taxpayers’ responsibilities. The focus of the course is to instil tax awareness and
tax knowledge among future taxpayers. Taking into consideration the positive side of using social media
technology in teaching and learning, this study aimed to examine the effects of embedding technology into tax
education by using YouTube videos as a complementary teaching and learning tool. By employing a
quantitative approach, students were divided into control and experimental groups. Group 1 is the studied
group, while Group 2 will be a control group, which will be taught conventionally. Pre- and post-intervention
data were collected, and statistical analysis, using SPSS software, was conducted to determine variance
differences in the pre- and post-intervention data for both groups. It is anticipated that the findings can
contribute valuable insights into the impact of using technology such as YouTube videos as a supplementary
teaching method in tax courses, particularly regarding students’ tax knowledge and awareness.
LITERATURE REVIEW AND HYPOTHESES DEVELOPMENT
Currently, the integration of social media platforms into higher education has garnered significant attention,
driven by the increasing recognition of its transformative potential in teaching and learning. Research have
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demonstrated how various social media platforms have empowered teaching and learning in higher education
(Manca & Ranieri, 2016; Moghavvemi et al., 2018; Hudin & Hudin, 2020; Hudin et al., 2020), fostering
dynamism, interactivity, democratic access, adaptability, and social engagement in educational settings, as
aligned with the principles of “Social Constructivism” as proposed by Vygotsky (1978) which emphasises the
role of social interactions in knowledge construction.
Within the context of higher education, this framework highlights learning as an active process shaped by
social relationships and shared experiences. The incorporation of social media tools into teaching supports this
theoretical perspective by encouraging student engagement with course materials, peers, and educators in an
interactive and student-centered manner (Moghavvemi et al., 2018). Moreover, it reinforces the view that
knowledge evolves continuously through social participation and experiential learning.
Numerous studies have highlighted the alignment between Social Constructivist principles and the educational
use of social media platforms such as Facebook and YouTube. These digital tools foster collaboration,
information exchange, and active learner participation (Artal-Sevil et al., 2015). Moreover, the multimedia and
visual features of platforms like YouTube support the constructivist view that learning outcomes are
strengthened through exposure to varied stimuli and interactive engagement (Johnson & Mayer, 2009).
Furthermore, Fleck et al. (2014) employed the Blended Learning framework to explore the use of YouTube in
classroom setting. Their findings revealed that students showed strong enthusiasm toward utilising familiar
digital tools, which enriched their overall learning experience. This observation highlights the capacity of
technology to promote learning within a student-centred environment. In addition, previous studies have
suggested that the integration of multiple social media platforms can greatly enhance blended learning
practices in higher education (Artal-Sevil et al., 2015). In these contexts, the influence of social media extends
beyond conventional teaching and learning activities (Alebaikan & Troudi, 2010). Empirical evidence also
shows that when online learning components are combined with traditional face-to-face instruction, students
tend to respond more actively and learn at a faster pace (Graham et al., 2017; Korr et al., 2012). The flexible
design of blended learning environments enables learners to adapt and respond more efficiently throughout
their studies, leading to deeper engagement and improved comprehension.
YouTube has been recognised as an effective educational platform that can enhance students’ satisfaction
when integrated into conventional classroom teaching (Torres-Ramírez et al., 2014). In practical disciplines
such as nursing, its use to demonstrate procedures has been found to increase learners’ focus and information
retention (Clifton & Mann, 2011). The use of visual demonstrations aids memory development, resulting in a
more engaging and memorable learning process. This observation is consistent with other studies showing that
the inclusion of social media in teaching environments contributes to greater student satisfaction and
knowledge retention (Alon & Herath, 2014). In another study involving a biology course, Junco and Cotton
(2012) found that students who watched online videos related to their class achieved better grades than peers
who did not watch online videos beforehand. This highlights how YouTube facilitates information gathering
and enhances engagement. The inclusion of multimedia elements like videos has improved the understanding
and retention of complex topics (Johnson & Mayer 2009; Clifton & Mann 2011; Junco & Cotten 2012). One
of the notable advantages of YouTube in education is the ability for students to engage in self-paced learning.
They can review and revisit content as needed, promoting a deeper understanding of the subject matter.
Studies have shown that such flexibility improves learning outcomes (Junco & Cotten, 2012).
The COVID-19 pandemic forced a significant shift towards online and remote learning, leading social media,
especially YouTube, to become an important platform in facilitating this educational transition to online and
blended learning approaches. Despite this evolving landscape, formal research on the use of social media
technology, particularly YouTube, as a supplementary tool in teaching and learning remains relatively scarce,
especially within the context of tax courses. Based on the discussion, the study proposed the following
hypotheses:
H1: The use of YouTube videos as a complementary method in teaching and learning can enhance students'
tax awareness to a better level than conventional teaching and learning methods.
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H2: The use of YouTube videos as a complementary method in teaching and learning can enhance students'
tax knowledge to a better level than conventional teaching and learning methods.
RESEARCH METHODOLOGY
This study investigates the effect of embedding technology in teaching and learning, with a focus on tax
education, specifically on tax awareness and tax knowledge, with the use of an experimental approach. Data
were collected using a survey questionnaire.
In investigating the impact of technology in teaching and learning, students, as a proxy of future taxpayers, are
divided into two groups. Group 1 is the studied group, while Group 2 will be a control group. Both groups are
provided with the same tax learning materials, while Group 1 (the studied group) has additional video
material from a YouTube Channel to complement the teaching and learning sessions. The fifteen-minute video
from YouTube was selected, and it comprehensively explains tax reliefs and rebates by the Inland Revenue
Board of Malaysia’s officers. The contents highlight the importance of paying taxes and the technical
knowledge related to tax reliefs and rebates. The video uses a lot of image presentation. The integration of
humor and messages by the officers makes the content more relatable and engaging for students.
Students were randomly allocated to two classrooms that used different teaching and learning approaches.
Group 1 is the studied group where the teaching and learning are conducted with the video from the YouTube
channel as a supplement, together with the learning material. Group 2, on the other hand, is a control group,
where the teaching and learning are conducted conventionally.
A total of 160 undergraduate students participated in this experiment. They were randomly divided into two
groups in different classrooms, namely the control and experimental groups, each with 80 participants. To
assess their prior knowledge, all participants first took a survey questionnaire about tax awareness and tax
knowledge before the session began. The questionnaire consisted of three parts: the demographic, tax
awareness, and tax knowledge sections. Tax awareness was assessed using nine items adapted from Taing and
Chang (2021), assessing participants' agreement on a 5-point Likert scale with statements related to tax
awareness. In addition, 20 items adapted from Palil (2010) were used to assess their level of tax knowledge. A
pre-test was conducted before the teaching and learning session to evaluate the two groups’ awareness and
knowledge concerning taxation matters.
During the teaching and learning session, students in the experimental group first watched the video from
YouTube on computer screens in the classroom, followed by the lecture session. In contrast, students in the
control group attended only a conventional teaching method using the same learning material. At the end of the
session, both groups were required to attempt the same set of questionnaires once again to measure the impact
of the teaching methods on their tax awareness and knowledge.
Data collection of "pre" and "post" teaching was carried out on both groups. The responses were analysed using
SPSS Software, which specifically eliminates the difference in variance of the "pre" and post-intervention for both
groups.
FINDINGS AND DISCUSSION
Respondent’s Profile
Table 1 shows the profile of 160 respondents who took part in the experiment session.
Table 1: Respondents’ Profile
Categories
Frequency
Percentage (%)
Gender:
Male
29
18.1
Female
131
81.9
Total
160
100.0
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Age:
15-19
52
32.5
20-24
105
65.6
25-29
3
1.9
Total
160
100.0
Education level:
SPM
42
26.3
Matriculation
8
5.0
Diploma
Bachelor Degree
31
79
19.4
49.4
Total
160
100.0
Do you believe that you will become a taxpayer in the future?
Yes
160
100.0
No
0
0.0
Total
160
100.0
Based on the table, the majority of the respondents were females, reflecting the ratio of students in most higher
learning institutions in Malaysia, where males are fewer than females. Most of the respondents were between
20-24 years old, consistent with their status as students at the higher learning institutions. Interestingly, all
respondents indicated that they will become taxpayers in the future. This implies that they are aware of their
responsibility as citizens of Malaysia to pay tax when they begin earning an income after completing their
studies.
RESULT ANALYSIS AND DISCUSSION
To investigate the effect of embedding technology in teaching and learning towards tax awareness and tax
knowledge, a t-test analysis was conducted to determine whether the means of the groups were significantly
different during pre-test and post-test. Table 2 shows the mean, standard deviation, and t-test results of the pre-
test and post-test for tax awareness.
Table 2: The t-test result pre and post-test for tax awareness
Group
N
Mean
SD
T
Sig
Experimental
80
4.2589
0.50115
-1.329
0.001
Control
80
4.1286
0.71973
Experimental
80
4.4806
0.28984
-1.989
<0.01
Control
80
4.3500
0.51058
Based on Table 2, the pre-test results for tax awareness show a significant difference for both groups (p<0.01).
The mean for tax awareness before the teaching and learning session began for the experimental group is
4.2589, which was slightly higher compared with the control group at 4.1286. After the teaching and learning
session was completed with a different teaching approach, the post-test results show a significant difference for
both groups (p<0.01). The post-test results showed that the experimental group (mean = 4.4806) had better
scores compared to the control group (mean = 4.3500). This suggests that students whose teaching and
learning were supplemented with YouTube videos showed significantly better scores of tax awareness than
those who relied solely on conventional methods. Therefore, H1 is supported.
Table 3 show the mean, standard deviation and t-test results of the pre-test and post-test for tax knowledge.
Table 3: The t-test result for pre and post-test for tax knowledge
Group
N
Mean
SD
T
Sig
Experimental
80
3.4602
0.57808
-3.035
0.298
Control
80
3.1922
0.53808
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Experimental
80
4.4234
0.54721
-1.109
0.839
Control
80
4.3287
0.53312
Based on the findings in Table 3 regarding tax knowledge, the mean score for the pre-test is 3.1922 for the
control group and slightly higher at 3.4602 for the experimental group. There is no significant difference
between the pre-test results of the two groups, with p > 0.01. Even though H2 is not supported, the post-test
scores of the two groups showed that the experimental group (mean = 4.4234) had better scores than the
control group (mean = 4.3287). The results indicate that students whose learning was supplemented with video
showed better learning achievements in tax knowledge than those who did not use it.
In conclusion, the use of YouTube videos as a complementary method in teaching and learning demonstrated a
greater effectiveness in enhancing students’ awareness and understanding compared to the conventional
method. This finding is consistent with Clifton and Mann (2011), who report that the use of YouTube in
teaching improves and maintains students' attention or focus, because remembering visual cues is easier than
just listening (Johnson & Mayer, 2009). These findings are also supported by several subsequent studies that
reported students also reporting higher satisfaction and increased retention in the course when social media
was integrated into their courses (Alon & Herath, 2014; Barczyk & Duncan, 2012).
The increase in students’ tax awareness through YouTube videos reflects the principles of constructivist
learning theory, which emphasizes that knowledge is actively built through interaction and experience. The
integration of multimedia elements such as imagery, humor, and interactive features supports the idea that
learning is enhanced through diverse and engaging forms of input (Johnson & Mayer, 2009). This growth in
tax-related understanding also extends to broader aspects of financial literacy, demonstrating YouTube's
potential to raise awareness of real-world financial topics, including taxation (Alon & Herath, 2014).
Therefore, this shows that incorporating technology into teaching and learning, like using YouTube videos,
can lead to deeper learning outcomes and foster a more financially literate society, particularly in areas like
taxation. Similarly, the observed improvement in tax knowledge among the experimental group aligns with
earlier research by Junco and Cotten (2012) and Clifton and Mann (2011), who found that YouTube’s
multimedia features effectively improve both understanding and long-term retention of complex concepts.
CONCLUSION
The main objective of this study is to investigate the effect of technology as a complement in teaching and
learning tax subjects on students’ tax awareness and tax knowledge. This experimental study randomly divided
160 students into two groups, each using different teaching approaches. Findings show that incorporating
technology such as YouTube videos as a supplementary method in teaching and learning results in a more
significant improvement in tax awareness and tax knowledge compared to traditional methods. The results
indicate a notable difference in students’ tax awareness between the two groups, with the technology-enhanced
approach leading to higher tax awareness levels than the conventional method. Additionally, students’ tax
knowledge improved more with the technology-integrated approach, although this difference was not
statistically significant. The insignificant result suggests that the intervention may require refinement or longer
exposure to produce measurable learning outcomes.
Overall, the findings highlight a substantial positive impact on students’ tax awareness and knowledge,
especially when compared to a control group that did not include technology such as YouTube videos as a
supplementary. This aligns with the broader trend in higher education, where incorporating technology, such
as YouTube, is increasingly seen as a transformative force (Moghavvemi et al., 2018). The findings also
highlights that the integration of YouTube in teaching supports the advancement of pedagogical strategies,
encourages active learner participation, and accommodates a range of learning preferences. This outcome
aligns with earlier studies that identified the positive influence of multimedia features, visual-based instruction,
and opportunities for self-directed learning, which are the key elements embedded within YouTube’s platform
(Alon & Herath, 2014; Clifton & Mann, 2011). Furthermore, the growing emphasis on collaborative and
technology-based learning, particularly with the widespread shift to online and remote education in the post-
pandemic era, demonstrates YouTube’s flexibility and relevance as an effective educational medium (Sobaih
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et al., 2016). These insights are especially important in the context of tax education, an area where the
application of innovative and technology-enhanced teaching tools remains relatively underexplored.
As education continues to evolve in a technology-driven environment, the inclusion of digital platforms, such
as YouTube, offers promising potential to enhance learning outcomes and foster awareness of real-world
financial issues, including taxation. While the present study establishes the effectiveness of YouTube as a
supplementary learning tool, further empirical investigation and validation are essential to fully realize its
transformative potential in the context of tax education. Furthermore, future research can be enriched by
integrating additional social media platforms, interactive quizzes, or collaborative activities to increase
engagement and improve learning outcomes. A comparative analysis can be conducted to identify factors that
influence student motivation and satisfaction. Due to the reliance on self-reported survey questionnaires,
which may introduce response bias, as students could overestimate their understanding or engagement, future
studies can be conducted by employing mixed-methods approaches, such as focus groups or interviews, which
may provide deeper insights into students’ learning experiences and perceptions.
ACKNOWLEDGEMENT
This work was supported by the Skim Geran Penyelidikan Dalaman UPTM (URGS) Sesi 01/2023: Universiti
Poly-Tech Malaysia.
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