The study identified factors affecting the behavior of literature learning of secondary high school students in Vietnam. To achieve this goal, in this study we surveyed 300 students currently studying at two secondary schools in Son La province and Hanoi city of Vietnam. The analysis of multivariate linear regression models showed that 5 out of 12 factors had a strong influence on literature learning behavior of secondary high school students, including (i) Gender, (ii) Learning motivation, (iii) Student living place, (iv) Academic performance, (v) Teacher's teaching method. On this basis, the study proposes several positive solutions to improve the efficiency of the literature learning of secondary high school students in the future.

Educational systems worldwide have witnessed a significant shift towards technological applications, especially after COVID-19, which impacted how the learning contents are delivered in classrooms. Given the increased attention given to the numerous advantages of computer Simulations (CSs) programs, particularly in science education, this study compared the efficacy of employing a lab simulation of Newton's Second Law of Motion to teach physics in the UAE secondary school environment versus the more conventional approach (Face-to-face instruction). The study employed a quasi-experimental design that included 90 UAE 11th-grade students from two public schools in the City of Al Ain. The intervention included student engagement in the PhET interactive simulation of Newton’s second law of motion. The study employed the Test of Science-Related Attitudes (TOSRA) questionnaire to collect data before and after the intervention for the experimental and control groups. The findings demonstrated statistically significant differences between experimental and control groups in students' attitudes toward scientific inquiry, enjoyment of science lessons, and career interest in physics/science. Furthermore, results showed a significant difference in attitudes perceived in these scales, with males having a more significant effect size than female students in all three scales. The study concludes with implications and suggests recommendations for future research and practice.