Effectiveness of Group Blended and Online Classes in Preparing Students for the Russian National Exam in English: A Comparative Analysis (Case Study of Maximum Educational Center)

The Unified State Exam (USE) plays a crucial role in assessing the level of English proficiency among school graduates and their future prospects. This study analyzes the academic performance of students based on the format of classes - group blended or online classes. The aim of this analysis is to evaluate the influence of teaching methods on preparation for USE in English. The results show that students in blended groups completed more homework assignments and generally preferred this format. The interactive nature of blended group activities facilitates more effective interaction among students. Discussions, collaborative activities, and personal communication with teachers and peers allow students to practice English more effectively and develop their skills. Moreover, the blended approach offers diverse educational materials and provides students with regular feedback and support from peers. However, students in online groups demonstrated slightly higher exam results compared to students in blended groups. Online learning has proven beneficial for students living in remote areas or facing scheduling constraints. The opportunity to learn at their own pace and utilise digital resources allows students to acquire personalized learning experiences and achieve high results in the exam. The findings of this study hold significant value for educational institutions and educational policies. Focusing on personal engagement and collaboration can enhance students' preparation for USE in English and promote a deeper understanding of the language. However, further research is necessary to explore the long-term impact of blended and online learning on students' language proficiency and overall academic achievements.