One very common problem in Statistics that the undergraduate students, or even the postgraduate students, is facing is how to choose the correct statistical tests. Choosing the incorrect tests may generate meaningless results leading to misleading conclusions or disastrous decisions. The current study focused on evaluating the effectiveness of providing students with a systematic way to select the correct statistical tests. A quasi-experimental design was employed. Post-assessment scores were used to measure achievement, and post-survey responses were used to measure students' attitude in choosing statistical tests in a systematic manner. Results showed that selecting statistical tests systematically has a statistically significant effect on achievement. Furthermore, the post-survey responses indicated that students were feeling much more confident with their analysis. Based on the findings of this study, it can be concluded that the use of systematic approach in teaching second-year undergraduate students on how to choose correct statistical tests is more effective than using traditional (face-to-face) instruction.