According to (Li & Belkin, 2008), a student’s perception of difficulty is an individualistic observation which is gauged by the task performer themselves before and after doing the task. (Kim, 2006) also argued that perception of difficulty depends on the capability and diversity of the different types of the task which may be categorized as accurate, explanatory, investigative and information gathering (Liu et al.,2010). However, Tobias (1983) argued that the definition of task difficulty is not enough. According to (Van Velsor& McCauley, 2004), the best description of task difficulty is: Though a student is encountering an activity, it demands further association and involvement together with the focus that is more advanced than of their capability. It also entails that the degree to which the specific activity signifies a personally demanding condition that requires a considerable amount of cognitive or physical effort to develop the learner’s knowledge.Actual performance is defined by (Papamitsiou, Z., Terzis,V. and Economides, A., 2014) as the carrying out of a specific task that is either present or currently on-going. Statistics Anxiety (Onwuegbuzie and Wilson, 2003; Macher et al., 2011) stated that Statistics Anxiety is explained as the nervousness that one feels when statistical content, equations, problem-solving situations or calculation based contexts that deals with statistics are encountered. Statistic-anxious people regularly face stress and anxiety while undertaking statistics based activities. It was also labeled as habitual anxiety.Probability Probability was described by Kolmogrove (1965) as a sound and well developed division of mathematics that aims to search for possible calculations for specific ranges of scholarly actions and activities from basic examples to complex examples that may be applied to everyday living that may lead a person into a prediction or being able to foresee the outcome of an event.Statistics(Agresti and Finlay, 1997) Argued that Statistics is a form of data gathering and data processing.It is almost generally approved by those in collaboration of applied education and educational research that applicably perplexing responsibilities make way for better stages of the capability or competence of students that the lesson or examination materials that are either uncomplicated or too complex (Piaget & Garcia 1991; Vygotsky 1978). Additionally, it was viewed that the educative diagnosis may be complicated or too easy. In a classroom setting, the distinctions in task difficulty have displayed that the students themselves are exhibiting the linked quantities of problematic behavior Gickeng & Armstrong (1978).