Effect of visual feedback on classroom noise levels

Jessica Van Tonder,Faheema Mahomed,Suzaan Strydom,Nadia Woite,De Wet Swanepoel

doi:10.4102/sajce.v5i3.265

Abstract

This study explored the effect of visual feedback on classroom noise levels, using a SoundEar II device that monitors noise levels in real time with feedback on intensity levels using a lighting system. During phase one, noise levels from three classrooms in the same school were measured over 36 h of classroom activities. For phase two, six teachers from two schools completed a questionnaire describing their experiences using the device. Visual feedback resulted in a 1.4-dBA reduction in the average noise levels. Classroom noise levels were above 70 dBA for 33% of the time in the baseline period compared to 24% in the intervention period with visual feedback provided on noise levels. Teacher perceptions indicated that visual feedback was beneficial to classroom noise levels and positively influenced the behaviour of learners. Visual feedback reduced overall classroom noise and can provide a cost-effective, noninvasive tool to create a more enabling classroom environment.

Highlights

Education is the fundamental building block for a strong and independent individual and is the key to sustainable development by supplying learners with critical skills and tools (International Labour Organization 2012)
Each of the classrooms varied in size, acoustic properties and number of students (Table 1)
Three classrooms were used to determine the effect of visual feedback on classroom noise levels (Table 1)

Summary

Introduction

Education is the fundamental building block for a strong and independent individual and is the key to sustainable development by supplying learners with critical skills and tools (International Labour Organization 2012). Enabling environments are essential to ensure optimal outcomes for learners within the educational sector. South African public schools face numerous challenges, which may negatively influence the learning environment and subsequent performance of learners. School buildings and classrooms that cannot meet size requirements for the number of students negatively influence the performance, with poorer students being more affected (Earthman 2002:4). Ready, Lee and Welner (2004:1992) indicate that fewer students have been reported to pass reading and mathematics proficiency tests in overcrowded schools possibly because of increased teacher stress and poor classroom facilities School buildings and classrooms that cannot meet size requirements for the number of students negatively influence the performance, with poorer students being more affected (Earthman 2002:4). Ready, Lee and Welner (2004:1992) indicate that fewer students have been reported to pass reading and mathematics proficiency tests in overcrowded schools possibly because of increased teacher stress and poor classroom facilities

Objectives

Methods

Results

Conclusion