This study aims to identify the factors that underlie the difficulties in the teaching-learning process of Statistics Applied to Education at ISCED-Cabinda and at the Higher Pedagogical Social Sciences Arts and Humanities Institute of M’Banza Congo. For this purpose, in a population of 314 students and 6 teachers, a sample of 157 students and 6 teachers was chosen, from which they answered the questionnaires, whose opinions served for the diagnosis of the current situation of the teaching-learning process of this discipline, verifying the hypotheses and develop a conceptual model to mitigate the factors that make learning difficult. The research was quantitative-qualitative, where the questions of the questionnaires obeyed the Likert-type scale with statistical analyzes made with the help of the SPSS software, where it was found that the factors that make teaching-learning difficult in these institutions are: 1) the non-use of statistical softwares during teaching-learning process; 2) Negative results due to difficulties in calculating statistical measures of data grouped by classes, in classifying variables, in interpreting statistical measures and the behavior of data from graphs; and 3) the type of answers to the questions most valued by the teachers, which must coincide with the notes in the didactic material. The Mitigation Conceptual Model developed could serve to improve the current situation.
