Abstract
This quantitative study involved 390 senior high school students. Structural equation modeling, specifically, path analysis was used to answer the research questions. Path analysis was used to identify the direct and indirect effects among the variables used. The model shows a good fit that allowed valid interpretation for the structural phase of the study. Results revealed that the students experienced a low degree of anxiety in statistics. Also, the students were motivated in statistics class through extrinsic factors. However, they had a fair tendency to procrastinate due to distractions and set excessively high academic goals. Moreover, due to the pandemic, the students experienced a high level of stress. Further, the students had high academic achievement in the statistics subject. The structural equation model indicates that motivated learning strategies can result to lower statistics anxiety. On the other hand, academic procrastination, perfectionism, and stress due to COVID-19 contributed to anxiety towards statistics. Moreover, statistics anxiety had a significant negative effect on students' performance in statistics. This model further disclosed that motivated learning strategies, academic procrastination, and perfectionism, directly and indirectly, affected statistics performance, with statistics anxiety as a mediator. Furthermore, COVID-19 stress indirectly affected statistics performance through statistics anxiety.
