This study investigated the effectiveness of concept mapping in reducing levels of statistics anxiety and improving statistics achievements within different students’learning styles. A teaching experiment was set up according a pre-test/post-test control group design. Participants were 80 students from two classes enrolled in applied statistics courses. The results showed that no matter what students’learning styles were, there were significant differences in statistics anxiety rating scale and achievement post-test scores between the two classes. The results indicated that the concept mapping strategy is a better strategy to significantly reduce students’ statistics anxiety and improve students’ statistics learning achievements than the traditional teaching method.
