Stella B Esuabana,Jennifer Uzoamaka Duruamaku-Dim,Lucy Obil Arop, Edet E Okon
This paper examined the influence of family type on academic adjustment. One hypothesis was formulated; a sample of 725 respondents was randomly selected for the study and data collected using Family Types and Academic Adjustment-Questionnaire (FTAA-Q). The independent t-test analysis was adopted to test the hypothesis. Findings revealed that there is significant difference between academic adjustment of students from monogamous family and those from polygamous family. It was recommended that teachers and school counsellors should give adequate attention to the academic needs of the students from polygamous families in other to enhance their academic success in school, etc.