CHAPTER I
THE PROBLEM AND ITS SOLUTION
Introduction
In educational settings, peer support plays a crucial role in
fostering academic success. A positive social environment where
students help each other can lead to better academic outcomes.
However, many schools face the issue of insufficient peer academic
support, with some students feeling isolated or lacking the
encouragement to perform better. This study aims to address how
positive crab mentality—where students uplift one another instead
of pulling each other down—can influence peer academic support
and potentially mitigate this issue.
Crab Mentality is often viewed negatively in several studies,
associated with competitiveness and envy. Uzum et al. (2022)
examined crab barrel syndrome through the lens of personality
types and social comparison, which highlighted how competitive
behaviors can hinder peer success. The study only focused primarily
on negative manifestations of crab mentality and did not explore
how positive crab mentality can reduce such behaviors. Additionally,
Cruz (2015) highlighted how Filipino students, shaped by a
collectivist culture, are naturally inclined to offer peer support, yet
did not investigate how this could translate into structured
academic assistance. However, emerging thinking suggests that this
mentality can take on a positive form. According to Billote et al.
(2021), students with positive crab mentality tend to assist peer
academically. This behavior not only helps peers but also
encourages them to strive for higher academic achievement. Thus,
positive crab mentality offers an alternative perspective on student
relationships, shifting the focus from competition to collaboration.
While the mentioned studies highlighted the role of positive
crab mentality, personality types, and cultural tendencies in peer
dynamics, they have not explored in depth how positive crab
mentality influences the frequency and quality of peer academic
support. Billote et al. (2021) discussed its potential to improve peer
relationships but provided little detail on how it fosters active
academic assistance. This research seeks to fill that gap by
investigating how positive crab mentality can encourage students to
help their peers more frequently and meaningfully.
The primary goal of this study is to examine the correlation
between positive crab mentality and peer academic support among
high school students at SHSFI. This will be achieved by addressing
three research questions that answers to how positive crab
mentality and peer academic support correlate, how this mindset
affects both the offering of academic assistance and the motivation
of students.
The intent is to uncover whether positive crab mentality enhances
peer support and boosts academic motivation.
The significance of this study lies in its potential to improve
educational strategies by promoting positive peer relationships. The
findings could guide educators in developing programs that
encourage collaborative learning and mutual academic assistance.
This understanding may foster a more supportive school
environment, which can lead to improved academic performance
and a stronger sense of community among students. In this regard,
the research will be conducted among high school students at SHSFI
to gain insights into the relationship of positive crab mentality and
peer academic support.
Statement of the Problem
This study will aim to answer the following questions:
1. Do students with high positive crab mentality provide more
academic support than with low levels?
2. How does positive crab mentality affect the academic
motivation of supported peers?
3. What is the correlation between positive crab mentality and
peer academic support among SHSFI high school students?
Objectives of the Study
To further understand the correlation between positive crab
mentality and peer support, this study will attempt to:
1. Determine the extent to which students with high positive
crab mentality provide more academic support compared to those
with low level.
2. Examine how positive crab mentality affects the academic
motivation and performance of supported peers; and
3. Quality the correlation between positive crab mentality and
peer academic support among high school students at SHSFI.
Significance of the Study
This study will attempt to give significance to the following:
Students. This study may help students explore how a
positive crab
mentality fosters a collaborative learning environment among
students,
encouraging growth-oriented mindset, academic motivation, and a
supportive environment.
Teachers. This study may help teachers identify students
with a positive crab mentality and incorporate peer-assisted
learning into their teaching strategies to promote academic support
and increased student engagement.
School Administrator. This study may provide insights on
why school administrators should enhance student academic
success by promoting a positive crab mentality, implementing peer
mentoring systems, and fostering social interactions.
Future Researchers. This study explores positive
dimensions of crab mentality in academic context, which can
provide a foundation for future research on its application in various
settings and its influence on peer relationships and academic
outcomes.
Parents. Parents can promote a growth mindset, encouraging
students to focus on personal development and view others success
as motivation, overcoming crab mentality and adopting a positive
approach to challenges.
Scope and Limitations
This research will focus on the dynamics of positive crab
mentality among high school students at SHSFI. The aim is to
understand the factors influencing peer academic support and how
positive crab mentality manifests within this group. The study will
involve participants from grades 7 and 12, with an estimated total of
approximately -- students.
Additionally, the study will use the information shared by the
students about themselves, which could introduce bias answers due
to students' subjective perceptions or social desirability in their
responses. The time-frame for data collection will be short-term,
meaning long-term effects of positive crab mentality on academic
performance and motivation may not be captured.
