In cheerful students, learning and development occur more smoothly, resulting in better academic performance. They do not fear failure and face situations with peace and understanding, leading to success. In recent years, there has been an increase in violent incidents among students in our country. According to the World Health Organization's 2017 report, one in four children suffers from depression. In school education, one of the contributing factors to student stress and depression is the subject of mathematics. Students often consider mathematics to be the most difficult subject and are always afraid of it, leading to a lack of interest in studying mathematics in the classroom.
To address student stress and depression, including math anxiety, the Delhi government introduced the Happiness Curriculum in government schools from nursery to class 8 on July 2, 2018. This research paper presents a study on the Happiness Curriculum and Math Anxiety. The aim of this research was to study the perceptions of students regarding the Happiness Curriculum and its role in addressing the issue of math anxiety among students while studying in school. This research was quantitative in nature, and 30 students from classes 6 to 8 in five government schools in South Delhi were selected through random sampling as participants. The researchers used a self-constructed interview schedule for data collection. The results of the study indicated that the implementation of the Happiness Curriculum has brought about positive changes in most students, making the teaching and learning of mathematics easier, meaningful, and enjoyable.
*Research Scholar, Maulana Azad National Urdu University, Hyderabad, Telangana 500032
**Assistant Professor, Maulana Azad National Urdu University, Bhopal, Madhya Pradesh 462003
Happiness is a state of mind, an emotional state of joy, and a situation of feeling happy and content, often referred to by names such as joy, pleasure, delight, and ecstasy. It is challenging to express happiness in words; it can only be felt. According to psychologists, happiness does not depend on what you have or who you are; it depends solely on what and how you think. Happiness is achieved through positive interactions with your actions and surroundings. Success and happiness are interdependent. Success is achieving what you desire, and happiness is wanting what you achieve. A person who performs an activity with happiness is more likely to succeed. Happiness motivates students to perform at their best level.
A cheerful student is mentally and socially adjusted. They possess strong self-confidence and willpower. Consequently, their memory and creativity levels are high. Cheerful students are liked by society as they exhibit balanced personalities. However, alongside cheerful students, some students also experience fear (phobia). Phobia is a type of disorder where an individual has an intense fear of an object, situation, or place that is not inherently dangerous. This condition is a type of anxiety disorder. Unlike other fears that have a basis, phobias do not have a logical foundation, and the person cannot control it. Similarly, some students suffer from math anxiety.
Math anxiety (math phobia) was first mentioned by Sister Mary Fides in her research paper, "Mathaphobia—Causes and Treatments," in 1954. Generally, mathematics contributes to making school education stressful and depressive. Students often find math difficult and are afraid of it, leading to a lack of interest in studying the subject. At the school level, mathematics is a compulsory subject. Many students fear failing in mathematics due to a lack of understanding and proper study, leading to a negative attitude towards the subject. According to the National Curriculum Framework (NCF) 2005, teachers should work with each student on the belief that every child can learn mathematics. A positive environment in the classroom can help students enjoy and engage with mathematics rather than fear it.
To address these issues, the Delhi government introduced the Happiness Curriculum in schools in 2018. According to the Happiness Curriculum Framework, 2019, the Happiness Curriculum aims to focus students' attention on exploring, experiencing, and expressing happiness in both transient and deep forms. This will help students understand happiness within themselves, their relationships, and society. This approach represents a significant shift where students transition from seeking external happiness through their senses to adopting it through learning and awareness, ensuring the continuity of values.
The Yashpal Committee Report (1993) stated, "The burden of not understanding is greater than the burden of school bags." The Happiness Curriculum is a promising effort in this direction. The curriculum includes 20 inspiring stories and 40 new activities, focusing on experiential learning rather than traditional rote learning. Each school day begins with a 45-minute Happiness Class, starting with five minutes of meditation, followed by storytelling and activities designed to inspire and instill moral values.
This study involved selecting 30 students from classes 6 to 8 in five government schools in South Delhi. Data was collected using a self-constructed interview schedule. The analysis revealed that 75% of students found mathematics challenging due to difficult problems requiring memorization of formulas. However, after the implementation of the Happiness Curriculum, many students reported positive changes, such as reduced math anxiety and increased interest in the subject. The curriculum created a positive classroom environment, making math enjoyable and less intimidating.
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