The psychological aspects of the properties and relationships that emerge during text comprehension have primarily been studied from both subjective and objective viewpoints. This paper aims to explore the psychological factors influencing scientific text comprehension, focusing on the quantitative and qualitative patterns of how students perceive popular science information. The study employs various statistical methods to analyze patterns in how students interpret and evaluate popular science texts. The study comprehensively examines students' responses to popular science literature, highlighting the imperative to customize scientific presentations to the audience's preferences and cognitive capabilities. It posits that readability, comprehensibility, and engaging narrative styles are vital when addressing a general readership. The findings underscore that popular science is a significant medium for disseminating knowledge, extending beyond mere entertainment, with a primary goal of making complex scientific information accessible to a broader and more diverse audience. This research is especially pertinent given the growing interest in these writings, which effectively merge the intricate nature of scientific discourse with artistic elements to capture the attention and understanding of general readers.