Teaching Academic and Professional English Online

Abstract

This paper will present the design and findings of an online questionnaire survey of 11–16 year olds’ impressions of their school's acoustic environment, and of an experimental study into the effects of typical levels of classroom noise on adolescent's performance on numeracy and cognitive functioning tasks. Analysis of the responses to the questionnaire found that pupils who reported additional learning needs such as hearing impairment, speaking English as an additional language or receiving learning support reported being significantly more affected by poor school acoustics than pupils reporting no additional learning needs. Pupils attending suburban schools featuring cellular classrooms that were not exposed to a nearby noise sources were more positive about their school acoustics than pupils at schools with open plan classroom designs or attending schools that were exposed to external noise sources. The study demonstrates that adolescents are reliable judges of their school's acoustic environment, and have insight into the disruption to teaching and learning caused by poor listening conditions. Furthermore, pupils with additional learning needs are more at risk from the negative effects of poor school acoustics.