Digital tools in teaching Russian language and literature: A comparative study of effectiveness in 7th-grade of comprehensive schools

The integration of digital tools into the educational process is a key trend in modern pedagogics. However, their effectiveness requires a careful empirical analysis, particularly in the context of teaching the humanities. This study aims to comparatively assess the impact of digital technologies on educational outcomes in the Russian language and literature in parallel seventh grades (7A and 7B) of a secondary comprehensive school. The goal of the study was to identify the advantages and disadvantages of digital methods compared to traditional approaches. The study was conducted throughout the academic year using quantitative and qualitative methods, including the performance analysis, tests, student surveys, and observation of the educational process. The results revealed a statistically significant increase in academic performance in Grade 7A, where digital tools (interactive textbooks, online tests, and educational platforms) were actively used, compared to Grade 7B, where instruction was conducted using traditional methods. Furthermore, an analysis of the qualitative data revealed increased interest in the subject and student engagement in Grade 7A. However, observational studies revealed potential risks associated with excessive use of digital technologies, such as decreased attention span and dependence on technology in some students. These findings demonstrate the potential of using digital tools in teaching Russian language and literature, provided they are properly supported by methodological guidance and tailored to the individual needs of students. This opens new opportunities for further research in digital didactics and the development of effective educational strategies.

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