Digital educational resources as a factor of informatization of natural science education of students in a general education school setting

The informatization of natural science education in general education schools remains a challenge that requires not only technological provision but also pedagogically grounded integration of digital educational resources (DER) into the learning process. The article presents the results of a quasi-experiment conducted at two Moscow schools with 72 students in natural science profile classes. The experimental group (n = 37) worked with a set of DER comprising virtual laboratories, interactive simulations, and multimedia learning modules; the control group (n = 35) followed traditional instruction. A statistically significant increase in cognitive indicators was recorded in the experimental group: the median score gain was 4.0 versus 1.5 in the control group (U = 384, p < 0.01, r = 0.36). A survey revealed high perceived usefulness of DER (M = 4.21 on a 5-point scale) alongside a demand for methodological support from the teacher. Correlation analysis demonstrated a moderate positive relationship between DER usage frequency and final academic performance (rs = 0.41, p < 0.001). The results support a hybrid model combining DER with traditional laboratory practice.

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