Abstract
Sound levels from occupied classrooms have been gathered from 220 classrooms across four grade levels (3, 5, 8 and 11) over six school days each and processed with k-means clustering into speech and non-speech clusters. Three metrics describing the classroom acoustics, including the average daily A-weighted equivalent level for non-speech, the average daily difference between the A-weighted equivalent levels for speech and non-speech (a signal to noise ratio), and the mid-frequency averaged reverberation time, were analyzed against classroom-aggregated standardized reading and math achievement test scores, while controlling for classroom demographics including socioeconomic status. Interactions between the metrics and demographics were also tested. A statistically significant relationship was found between the average daily non-speech levels in classrooms and math test scores; higher daily non-speech levels were correlated with lower math test scores (p < 0.05). No statistically significant main effects of acoustic metrics were found on reading achievement. There were some significant differences and an interaction found between grades, but these may be due to uneven sample distributions as there were fewer grade 8 and 11 classrooms measured. Children learn in occupied classrooms, and the findings from this investigation based on data from occupied conditions suggest that designing for lower unoccupied sound levels can lead to occupied environments that are conducive to better student learning outcomes.
Highlights
Acoustic conditions in K-12 classrooms affect the clarity and ease of verbal communication and are expected to impact learning, language development, and development of cognitive skills in children (Leibold, 2017)
Controlling for these, the results indicate only one statistically significant main effect between LAeqN and math test scores; higher daily non-speech levels in a classroom correlated with lower math test scores
Regression models have been run relating acoustic data gathered from 216 classrooms across four grade levels (3, 5, 8 and 11) with classroom-aggregated standardized math and reading test scores, while controlling for classroom demographics including socioeconomic status
Summary
Acoustic conditions in K-12 classrooms affect the clarity and ease of verbal communication and are expected to impact learning, language development, and development of cognitive skills in children (Leibold, 2017). As reviewed previous work has demonstrated how conditions with higher noise levels and/or excessive reverberation are related to worse performance by primary and secondary school students on speech intelligibility, reading or listening comprehension, short-term memory, and assorted reasoning tasks. Though, have correlated in situ classroom acoustic conditions with student achievement on a large scale. From combining ideal maximum background noise levels and recommended reverberation times, they suggested a minimum signal-to-noise (SNR) of 15 dB for classrooms. Later Bradley and Sato (2008) revisited these conclusions and suggested that a 15 dB SNR might not be sufficient for younger students who need a higher level of speech intelligibility. Later Bradley and Sato (2008) revisited these conclusions and suggested that a 15 dB SNR might not be sufficient for younger students who need a higher level of speech intelligibility. Neuman et al (2010) confirmed that younger children require higher SNR to perform at the same levels as those who are older
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
