Abstract
This paper examined mnemonics as correlate of scholastic adjustment among undergraduates in Public Universities in Rivers State. Correlational research design was adopted for the study. Four research questions and four hypotheses guided the study. The population of this study consisted of all undergraduates in the three public universities in Rivers State with total of 65,197. The sample size was 400 undergraduates, using Taro Yamane to determine the sample size. Proportionate sampling technique was used to draw the number of students from the public universities in Rivers State for the study. The instrument for data collection was self-designed questionnaire titled “Mnemonics and Scholastic Adjustment Questionnaire’’ (MSAQ). The instrument was validated by an expert in Measurement and Evaluation. The reliability coefficient of the instrument was established using Chronbach Alpha for a measure of internal consistency, which yielded a reliability coefficient of 0.83. Pearson’s Product Moment Pearson’s Product Moment Correlation was used to answer research questions and test the null hypotheses at 0.05 level of significance. The findings of the study showed strong positive significant relationship between music mnemonics, model mnemonics, organized mnemonics, name mnemonics and scholastic adjustment among students in public universities in Rivers State. Based on these findings, it was recommended among others that public universities should incorporate mnemonic techniques. This can be achieved through workshops, training and study skill courses to enhance students’ memory retention and academic performance. Lecturers should encourage students to use acronyms and name mnemonics to remember lists, definitions and classifications in various academic disciplines.