The aim of this study was to analyze study aids and scholastic adjustment among public senior secondary school students in Rivers State, Nigeria. A correlational research design was used to examine the relationships between the study variables, based on three research questions and corresponding hypotheses. Records from the Rivers State Senior Secondary Schools Board (RSSSSB, 2024) indicate the target population is 948,406 senior secondary school students who were present in the classroom throughout the 2024/2025 academic session. The sample size was first calculated using the Taro Yamane formula which gave a sample of 399 but this had been further increased by stratified random sampling technique to extract a total sample of 495. Data were collected using Study Aids and Scholastic Adjustment Questionnaire (SASAQ), which was adjusted for both validity and reliability. Test–retest reliability testing confirmed instrument stability with coefficients of 0.75 and 0.76. The data that were obtained were analyzed by using Pearson’s Product Moment Correlation with the help of SPSS at 0.05 significance level. The results showed that textbook use was significantly positive and strong related to academic adjustment, while internet use was moderated positive associated with academic adjustment. Although concept maps were significantly associated with scholastic adjustment, the magnitude of association was relatively low. From these results, the study recommended that parents should provide textbooks and internet services for their children for better scholastic adjustment and achieve academically. Also, that teachers should provide comprehensive explanation when concept maps is used in teaching and learning process to promote higher scholastic adjustment of students. 

Keywords: Study Aids, Scholastic Adjustment, Textbooks, Concept Maps, Internet Use.