Poor Acoustics Research Articles

Effects of Classroom Acoustics and Self-Reported Noise Exposure on Teachers’ Well-Being

Beyond noise annoyance and voice problems, little is known about the effects that noise and poor classroom acoustics have on teachers’ health and well-being. The aim of this field study was therefore to investigate the effects of perceived noise exposure and classroom reverberation on measures of well-being. Data on self-reported noise exposure, job satisfaction, fatigue after work, and interest in leaving the job were obtained from 283 teachers at 10 schools in Copenhagen, Denmark. In addition, the schools’ acoustical working environment was classified as “low reverberation time (RT)” (3 schools, RT = 0.41-0.47 s), “medium RT” (3 schools, RT = 0.50-0.53 s), or “high RT” (4 schools, RT = 0.59-0.73 s). Significant associations were found between high RT and noise exposure, and, respectively, low job satisfaction, lack of energy after work, and interest in leaving the job. Noise exposure was also associated with lack of motivation and sleepiness. The results demonstrate the importance of good classroom acoustic conditions for teachers’ well-being.

Bollywood sound stages

Sound for bollywood films is rarely recorded live on location, but is looped or added later, in large part because of poor ambient acoustics. Several new sound stages in Film City, Mumbai, India, were intended for “Hollywood” quality acoustics, but construction ceased shortly after starting. Then, after several years' hiatus, the project was renewed with the directive that the existing fragmentary construction be used in the new design and as the foundation for subsequent construction. This paper will discuss the background, site conditions, encroaching hutments, design issues, concerns for local materials and methods, and the results of post-construction acoustical testing.

Determinants of noise annoyance in teachers from schools with different classroom reverberation times

A high proportion of school teachers report that they are disturbed by noise during teaching. The aim of the study was therefore to identify determinants of self-reported noise exposure and disturbance attributed to noise among secondary school teachers ( n = 419) in 10 schools in Copenhagen, Denmark. The schools were selected to show contrasts in classroom reverberation times (RT), and were classified as “Short RT” (3 schools, mean RT 0.41–0.45 s), “Medium RT” (3 schools, mean RT 0.51–0.55 s) and “Long RT” (4 schools, mean RT 0.62–0.73 s). Significant determinants of self-reported noise exposure were a high number of children in the class, young age of the children, and low teacher seniority. “Long RT” classification was of borderline significance. Significant determinants of disturbance attributed to noise from children in the class were teacher seniority and “Long RT” acoustic classification of the school. The associations between work characteristics and noise disturbance measures were attenuated by low self-rated work capacity, suggesting that the consequences of noise and poor acoustics may not be limited to disturbance attributed to noise, but may have a wide negative impact on the perceived working environment.

Case study: Improving speech privacy in a cathedral ceiling open office.

A large indoor food market with a wood cathedral ceiling was adapted for use as an office space. A mezzanine level was added as part of the office fitup. The space was entirely open plan including the conference rooms, which had glass screen walls but no ceilings. The acoustic problems included excess loudness, lack of privacy, difficulty with telephone communications, and poor room acoustics in the conference room. This was a Green project, which put an emphasis on natural lighting and ventilation, and organic materials. Careful consideration of available products on the market led to some creative recommendations for acoustic upgrades.

Wenger’s history with Newman Fund Award (student design competition).

A unique historical connection exists between Bob Newman and the Wenger Corporation. Before founding the Wenger Corporation in 1946, Harry Wenger was a dynamic band director with a talent for inventing solutions to improve music education. This passion included an appreciation of the fundamental importance of acoustics for rehearsal and performance. He wrote “In all too many cases, the [musicians’] fine preparations are seriously impaired by the poor acoustics of the stage or area from which the group is expected to perform.” To remedy that problem, Wenger began developing portable acoustical shells, engaging Bob Newman as a consultant during the 1960s. Newman visited Wenger’s Minnesota headquarters on a number of occasions, sharing animated discussions with Harry and Harry’s son, Jerry. The same passion for music and acoustics central to the Wenger Corporation’s founder continues today. The relationship with Bob Newman has evolved to encompass well-known names in acoustics such as Ron McKay, Larry Kierkegaard, Bill Cavanaugh, Chris Jaffe, and BBN’s successor firm, Acentech. The Wenger Foundation, funded by the Wenger Corporation, has served as ongoing award sponsor for the Student Design competition. Supporting the efforts of students working in music and acoustics is a logical, natural extension of Wenger’s passion.

Teaching Academic and Professional English Online

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.

Speech perception in noise with and without FM technology

In the presence of a (central) auditory processing disorder [(C)APD] central hearing processes are disturbed, leading to impaired speech perception in noise. Poor acoustics in educational institutions exacerbates the problem. In children affected by (C)APD this can result in impaired development of language, reading and writing acquisition as well as other skills. A total of 66 children aged 6-11 years completed the Oldenburg sentence test in noise (OlSa) with and without an FM system. Children with normal OlSa test results formed the control group (group 1), while group 2a comprised children with an unremarkable re-test result and group 2b comprised children who produced abnormal results even in the re-test. All children achieved improved speech intelligibility using the FM system. The greatest difference between results with and without FM system was seen in group 2b (9.53 dB S/N). Group 1 achieved an improvement of 8.86 dB S/N and group 2a 7.89 dB S/N. Children with detected auditory selection problems benefit most from the use of an FM system for improved speech understanding. This should be borne in mind in the diagnosis and therapy of these children.

Classroom acoustics in the developing world: A student project to develop simple assessments and treatments.

An inadequate educational system can be crippling to a developing country struggling to advance in the modern world. Poor classroom acoustics are a significant factor that can contribute to an inadequate education. Classroom acoustics is a mature field of research in the developed world; however, the classroom conditions and resources found in the developing world present new research challenges. A special project course was developed at Purdue University to give undergraduate students the opportunity to learn about and address classroom acoustics problems in underdeveloped regions. The goal of this special project course was to develop an evaluation and design manual that can be distributed to teachers and educational officials in those regions. The purpose of the manual is to help identify acoustic problems in classrooms, provide suggestions of simple noise control solutions, and outline best practices for the design of new classrooms. The manual specifically addresses problems related to excessive reverberation, poor signal-to-noise ratios, and noise transmission from outside the classroom. The ultimate intent of this project was to increase awareness of the unique classroom acoustic conditions in the developing world.

Assessment of Teachers' Exposure to Noise in Selected Primary Schools

The assessment of teachers' exposure to noise in primary schools was carried out on the basis of: questionnaire studies (covering 187 teachers in 3 schools), noise measurements at the teachers' workplaces, measurements of the school rooms acoustic properties (reverberation time and speech transmission index STI in 72 classrooms), analysis of statistical data regarding hazards and occupational diseases in the education sector. The studies have shown that noise is the main factor of annoyance in the school environment. Over 50% of questioned teachers consider noise as annoying and near 40% as very annoying or unbearable. A-weighted equivalent continuous sound pressure levels measured in classrooms, teacher rooms and common rooms are in the range of 58-80 dB and they exceed 55 dB (criteria of noise annoyance). The most frequently reported subjective feelings and complaints (over 90%) are: growth of psychical and emotional tension, irritation, difficulties in concentrating, hoarseness, cough. Noise in schools is also a harmful factor. High A-weighted equivalent continuous sound pressure levels ranging from 80 to 85 dB, measured in corridors during pauses and in sports halls, can cause the risk of hearing damage among PE teachers and persons oversensitive to noise. The latter concerns both teachers and pupils. High background noise levels (55-65 dB) force teachers to raise their voice. It can lead to the development of an occupational disease - chronic voice disorders due to excessive vocal effort lasting for at least 15 years. In the education sector 785 new cases of this disease were reported only in 2008. Poor acoustics in classrooms (reverberation time ranging from 0.8 to 1.7 s, STI<0.6 in 50% of classrooms) have an adverse influence on speech reception and make the teaching and learning processes difficult.

Knowledge and attitudes of teachers regarding the impact of classroom acoustics on speech perception and learning

This study investigated the knowledge and attitude of primary school teachers regarding the impact of poor classroom acoustics on learners' speech perception and learning in class. Classrooms with excessive background noise and reflective surfaces could be a barrier to learning, and it is important that teachers are aware of this. There is currently limited research data about teachers' knowledge regarding the topic of classroom acoustics. Seventy teachers from three Johannesburg primary schools participated in this study. A survey by way of structured self-administered questionnaire was the primary data collection method. The findings of this study showed that most of the participants in this study did not have adequate knowledge of classroom acoustics. Most of the participants were also unaware of the impact that classrooms with poor acoustic environments can have on speech perception and learning. These results are discussed in relation to the practical implication of empowering teachers to manage the acoustic environment of their classrooms, limitations of the study as well as implications for future research.

Hearing impairment: environmental considerations

The ability to hear can be substantially reduced if there are background noises or poor acoustics. If the environment is suitably designed from the outset, this can help to minimize hearing loss and enable people to communicate more effectively. This article aims to increase awareness in healthcare staff of environmental considerations and the impact of hearing problems within a workplace.

Audiologic Management of the Older Patient

Audiologic Management of the Older Patient

Congress Acts on Classroom Acoustics

You have accessThe ASHA LeaderPolicy Analysis1 Jul 2009Congress Acts on Classroom AcousticsFederal Officials Learn More About the Issue at ASHA Briefing Neil Snyder Neil Snyder Google Scholar More articles by this author https://doi.org/10.1044/leader.PA1.14092009.6 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In In the span of one week, ASHA enjoyed two significant Capitol Hill successes to promote better classroom acoustics. The House passed legislation that allows federal funds to be used for acoustic improvements and ASHA hosted a briefing attended by more than 50 congressional staff, federal agency representatives, organizations representing people with hearing loss, and a contingent of ASHA audiologists. Public School Improvements Panelists at the classroom acoustics briefing included (from left) 12-year-old Nicole Hubert and her father, Greg; ASHA member Peggy Nelson, professor of audiology at the University of Minnesota; architect Marcus Adrian; and Elizabeth Stewart from the United States Access Board. On May 14, the U.S. House passed H.R. 2187, the 21st Century Green High-Performing Public School Facilities Act. This legislation requires the secretary of education to make $6.4 billion in grants available to states for the modernization, renovation, or repair of public schools (including early learning facilities and charter schools) to make them safe, healthy, high-performing, and technologically up-to-date. H.R. 2187 would authorize the grants for fiscal year 2010 and beyond. H.R. 2187 includes provisions that allow school districts to address classroom noise and acoustics in school buildings. The bill now goes to the U.S. Senate for further consideration. ASHA has been working for several months with several congressional offices to improve and expand schools’ abilities to address excessive classroom noise and poor acoustics. H.R. 2187 is similar to legislation considered in 2008 (H.R. 3021) and adds provisions allowing federal grants to be used by school districts to take “measures designed to reduce or eliminate human exposure to classroom noise and environmental noise pollution.” During consideration of H.R. 2187 in the House Education and Labor Committee, Rep. Joe Sestak (D-Pa.) offered a two-word amendment allowing schools to use money on “ceilings [and] flooring,” key elements in addressing building noise and acoustics. In remarks on his amendment, Sestak indicated that he was late to the committee mark-up session because he had been meeting with his daughter’s audiologist. His daughter is recovering from brain surgery and is receiving chemotherapy, which has caused hearing loss, he explained. Sestak further noted that his congressional district is on the flight path of Philadelphia International Airport, where planes fly as low as 500 feet. He has received reports of children not being able to hear in their classrooms and has been working with the Federal Aviation Administration on noise abatement. ASHA also worked with Rep. Carolyn McCarthy (D-N.Y.) to include language on acoustical standards in the bill’s report, encouraging school districts to undertake projects “to reduce or eliminate human exposure to classroom noise and environmental noise pollution.” The report also urges the secretary to consider the American National Standards Institute (ANSI)-approved Standard S12.60-2002 [Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools] in providing technical assistance to schools. “This bill is an important step to help make our schools safer, greener, and better learning environments for our children,” McCarthy said. “Children cannot learn and teachers cannot teach in crumbling, noisy schools where poor physical conditions distract from classroom activities.” ASHA President Sue Hale commended McCarthy’s efforts, saying that “ASHA applauds Rep. McCarthy’s commitment to ensure that children have an appropriate environment in which to learn. Reducing classroom noise and ensuring appropriate acoustics are essential elements to all children’s academic success.” Hill Briefing In May ASHA hosted a Capitol Hill briefing attended by more than 50 individuals, including congressional staff, federal agency representatives, organizations representing individuals with hearing impairment, and ASHA audiologists who were conducting a “Hill Day” advocacy event. The briefing, “Classroom Noise and Acoustics: The Unseen Barriers to Learning,” was moderated by Arlene Pietranton, ASHA executive director. Panelists included Illinois 12-year-old Nicole Hubert, who has bilateral cochlear implants; ASHA member Peggy Nelson, professor of audiology at the University of Minnesota; architect Marcus Adrian; Kenneth Roy, chief acoustician for Armstrong World Industries (manufacturer of acoustic tiles); and Elizabeth Stewart from the United States Access Board, an independent federal agency that ensures access to federally funded facilities and a leading source of information on accessible design. Panelists said that reducing noise and improving acoustics encourages academic progress, does not have to be expensive, and is in practice all over the country. Author Notes Neil Snyder, director of federal advocacy, can be reached at [email protected] or 800-498-2071, ext. 5614. 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Ruído como agente comprometedor da inteligibilidade de fala dos professores

o objetivo deste artigo é verificar o nível de pressão sonora nas salas de aula e sua interferência na inteligibilidade de fala dos professores. A metodologia utilizada foi do tipo descritivo e exploratório, de natureza qualiquantitativa e efetuada em etapas, a saber: 1) Avaliação do conforto/desconforto; 2) Avaliação acústica; e 3) Avaliação do desempenho vocal. Como resultado, 94,6% dos professores afirmaram que é necessário aumentar o tom de voz para haver inteligibilidade de fala; os níveis de pressão sonora variaram entre o mínimo de 46,60 dB (A) e o máximo de 87,90 dB (A) e o desempenho vocal dos professores esteve entre 49,01 e 83,75 dB (A). Concluiu-se que o baixo rendimento acústico faz com que o professor necessite falar com mais esforço, o que provoca fadiga de fala nos docentes; a origem desse rendimento está vinculada a fontes internas e externas e ao grande número de alunos nas salas de aula.

Issues in the sound absorption treatment in classrooms.

Classrooms require adequate sound absorption to establish appropriate environments for listening and learning. Sound absorbing materials improve the classroom learning environment by reducing reverberation time and by reducing background noise levels. ANSI standard S12.60‐2002 provides simple methods for determining the amount of sound absorption needed to limit reverberation time. One of those methods is briefly reviewed. Throughout his career, Nixon’s forte was the sound absorption treatment of rooms. He and his colleague, the late Robin (Buzz) Towne, were pioneers—sounding the alarm that, with hardly anyones notice, poor classroom acoustics had become a widespread problem adversely impacting scholastic achievement. The two were also instrumental in motivating the Acoustical Society of America to lead the change toward a solution. The Society is indebted to Nixon both for his pioneering effort to awaken acousticians and others to the need for good classroom acoustics and for his diligent participation in the subsequent effort to develop an ANSI standard for that purpose.

Classroom acoustics in green schools.

Green schools are becoming increasingly common as school districts continue to experience a rapid growth in population. These schools promote academic success and higher retention rates as well as healthier environments with cleaner air and more daylight as compared to their nongreen counterparts. However, green buildings have become synonymous with poor room acoustics because many of these green goals often result in compromising acoustics and noise control with green building implementing natural ventilation, radiant cooling, and green materials, to name a few. This paper will examine the current conditions of room acoustics in classrooms based on field tests for reverberation, background noise levels, speech intelligibility, and noise isolation from adjacent spaces in addition to the overall design of the classroom. In addition to testing, results from an electronic questionnaire issued to those who teach in these green environments on a daily basis will be discussed. This questionnaire addreses common problems in classroom acoustics in additon to seeking feedback on this new teaching environments. Finally, the role of acoustics in Leadership in Energy and Environmental Design for schools, the process for acoustical consultants for certifying a school, will be discussed.

Students and Soundwaves: Five Strategies to Promote Good Classroom Acoustics

Students and Soundwaves: Five Strategies to Promote Good Classroom Acoustics

Vocal symptoms in preschool teachers and the working environment

Research has shown that teachers experience a high risk of developing voice problems. Noise levels in classrooms with young children are higher than in classrooms with older students, indicating preschool teachers' voices may be at greater risk. Questionnaires were sent to 88 preschool teachers in five preschools in Akureyri, and the parents of the 424 children in daycare. The study was aimed to obtain information about (1) teachers: experienced vocal symptoms, occurrence of vocal symptoms, opinions on working environment; air quality, noise, heat, acoustics. (2) parents: children's hearing problems. The study also aimed to ascertain noise levels and reverberation time in pre‐school classrooms, and to compare teachers' reported ages, teaching experience, vocal symptoms and frequency with findings in other studies. Sound and reverberation‐time measurements were taken by the Icelandic Department of Occupational Health and Safety. Reported vocal symptoms were more common among preschool teachers than other teachers, even though their youth and lack of teaching experience was marked. They appeared to be workrelated. 40% of the children had a history of hearing problems. Noise levels measured were very high. Correlation was found between voice fatigue and high temperature, bad indoor air, and poor acoustics.

The Nordic voice ergonomic group: legislation and vocal health

Research has revealed a number of factors which have a negative impact on voice function (e.g., activity noise, background sound, poor acoustics, long duration of voice usage, speaking distance). In these circumstances vocal loading increases, potentially giving rise to voice disorders. Currently, practical measures within society for the improvement of speakers' working conditions and the prevention of voice loading are not satisfactory. Voice experts from the five Nordic countries met in Reykjavik in May 2006 to inaugurate the Nordic Voice Ergonomic Group, with the aim of investigating the current situation within voice ergonomics, with a particular focus on sound‐related problems. The group found that occupational safety and health legislation relating to speech communication in educational working environment differs between Nordic countries. Moreover, this legislation does not specifically deal with speech communication or the risk of voice disorders. This presentation will report on the details of the current legislation and the Group's suggestions for legislative change which might prevent disturbance in speech communication and decrease the risk of vocal disorder as an occupational hazard.

Effects of healthcare acoustics on medical outcomes

Although considerable research has examined detrimental effects of noise on patient sleep quality in healthcare buildings, few studies have investigated the extent to which noise may worsen other types of patient clinical outcomes. Studies are also scarce concerning the effects of noise and poor acoustics on healthcare staff. The presentation describes a prospective controlled study conducted with colleagues in Sweden that examined the impact of higher versus lower noise levels, and longer in contrast to shorter reverberation times, on several patient and staff outcomes in a hospital coronary critical care unit (CCU). Acoustics were altered during the study period by changing the ceiling tiles throughout the CCU from sound-reflecting tiles to sound-absorbing tiles of similar appearance. Regarding patients, an improved acoustics environment significantly reduced physiological stress, increased satisfaction with quality of care, improved sleep quality, and lessened incidence of costly re-hospitalizations following discharge. Better acoustics also improved speech intelligibility, and healthcare staff experienced reduced work demands and less pressure and strain. The discussion concludes by outlining research directions, including the need for more outcomes studies to enable development of a strong business case for better healthcare acoustics.