Poor Classroom Acoustics Research Articles

“I feel like a pack a day smoker”: Teacher and student voices from noisy classrooms

Concerns about the effects of poor classroom acoustics on student learning (particularly on students who are deaf or hard of hearing) have been expressed since the 1950s, yet research continues to indicate that poor classroom acoustics are both common, and related to poorer student outcomes in academic achievement, attention, behavior, and most recently, mental health. Teachers are not immune to the detrimental effects of noise; for them, research indicates a higher incidence of voice problems, absenteeism and job stress. However, little is reported about what teachers and students themselves have to say about their experiences attempting to learn under adverse listening conditions, and what changes for them when acoustical conditions improve. Their voices are largely missing from the research literature but they illuminate the problem in ways that quantitative data does not always capture. This presentation by an educational audiologist with over 35 years of experience in classrooms will provide an overview of the research on learning under adverse listening conditions, with a focus on representing teacher and student voices through qualitative research and anecdotal reports. The title is a quote from a teacher describing her voice problems and fatigue after a day of teaching.

Classroom transformation for better education: Part 2 - A preliminary study on acoustic design strategies for hybrid learning classrooms

The education scenario requires drastic changes because of the recent unforeseen global pandemic strikes. The worst global crisis in decades causes fundamental shifts in learning methods, from traditional face-to-face to a hybrid approach. Despite providing flexibility for students to remotely participate in the lessons, it was found that students' ability to comprehend the subject matter has decreased, as they could not hear the lecture because of poor classroom acoustics. Therefore, the aim of this study is to develop acoustic design strategies for the hybrid classroom to provide an effective teaching and learning environment. This study centers on the effect of microphone configurations on speech intelligibility parameters, which include sound transmission index (STI) and speech clarity (C50). The study reveals that the quality of speech intelligibility perceived by the microphone in the lecture rooms is influenced by the microphone's location and distance from the ceiling surface.

The employment consequences of hearing loss among teachers: a 7-year follow-up study

Abstract Background Hearing loss is the third leading cause of years lived with disability. As the retirement age is rising, age-related hearing loss (HL) is an increasing occupational health (OH) problem. This study aimed to examine long-term changes in employment and work outcomes in teachers with HL and to identify barriers to and facilitators for their work participation. Methods In this prospective cohort study with 7-year follow-up, teachers completed an internet survey and an online hearing test. Teachers were classified as normal hearing (NH) and teachers with HL. For those who had stopped working during follow-up, we compared retirement age and proportions receiving disability pension in both groups. For those still working, differences between NH and teachers with HL in work outcome changes, i.e. work ability (Work Ability Scale), work performance (Health & Work Performance Questionnaire), and sustainable employability (Capability Set for Work Questionnaire) were investigated with ANOVA. Furthermore, teachers with HL answered questions on work participation barriers and facilitators for a thematic analysis. Results Of the invited N = 325 teachers, n = 211 (65%) responded and n = 89 were teachers with HL. Among those who had stopped working (n = 89), the mean retirement age was 64.6 years for both NH and teachers with HL. At follow-up, n = 10 received disability pension of which n = 9 had HL (p < 0.01). No differences were found over time for changes in work outcomes. Barriers for work participation were attending meetings, teaching, and poor classroom acoustics. Facilitators were job satisfaction, cooperation of the work environment, task adjustment, good acoustics, and technical equipment. Conclusions Teachers with HL retired at the same age as NH teachers, but more often received disability pension. No differences were found in work outcomes over time. Our study identified barriers and facilitators relevant for OH professionals when advising teachers with HL about work participation. Key messages • Although work outcomes over time were not different for teachers with and without hearing loss, teachers with hearing loss more often stopped working because of disability pensioning. • The identified barriers to and facilitators can be used to advise teachers with hearing loss and their employers about workplace accommodations.

Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study

Social, contextual, and technological changes affected the educational context for students who are deaf or hard of hearing (D/HH) in higher education in many countries. Although, several barriers to academic success already have been identified, the perspectives of D/HH-students on inclusion, educational facilities, and support are important to overcome them. This interview-based qualitative study describes the perspectives of 32 D/HH-students in mainstream higher education in The Netherlands. Within the dichotomy of environmental factors and personal factors, data have been analysed. Students experienced social acceptance by others with typical hearing, although participating in social events sometimes caused feelings of loneliness or separation. Access arrangements and adjustments in educational programs were necessary to cope with the experienced fatigue, participate during lectures or increase speech intelligibility of the lecturer. Especially poor classroom acoustics and limited intelligibility of speech hampered students during lectures. Students expressed their dissatisfaction about the way access arrangements and adjustments were arranged, yet at the same time, they do not know what the requested help should look like. A co-created policy in which D/HH-students, student support officers, and institutional policy makers are involved, would support D/HH-students in mainstream higher education in The Netherlands and abroad in their needs.

Management of classroom acoustics by teachers at two special needs schools in Johannesburg, South Africa

In South Africa, education is considered a basic right and our constitution calls for accessible educational contexts which ought to be conducive for learning. Even though schools are meant to be places in which learning can occur, poor classroom acoustics may threaten that basic right to education. The aim of this study was, therefore, to explore and understand how teachers in special needs schools managed classroom acoustics in their efforts to enhance learning. We report on a qualitative study using semi-structured face-to-face interviews with teachers from 2 special needs schools in Johannesburg in the Gauteng province of South Africa. A non-probability purposive sampling strategy was used to recruit participants. The results of this study confirm that classrooms in special needs schools may not be acoustically sound spaces which teachers feel may compromise effective learning. As a result, teachers reported using a variety of active and passive strategies to manage classroom acoustics in order to enhance learning. The results of this study contribute to existing knowledge on the importance of the strategies used by teachers in managing classroom acoustics. Further research is required to determine the efficacy of these and other strategies used by teachers in special needs schools.

Quality of Life and Acoustic Comfort in Educational Environments of Curitiba, Brazil

It is believed that poor classroom acoustics leads to lower levels of student learning and exposes teachers vocal folds to greater physical wear and tear. This study sought to compare the quality of life by World Health Organization (whoqol-bref) questionnaire of 61 teachers working at schools with different acoustic conditions. This paper reports on a descriptive exploratory study aimed at ascertaining the following: (1) outdoor sound pressure levels in the immediate surroundings of two primary schools; (2) background noise levels inside classrooms; (3) reverberation times in classrooms; (4) the teacher's perception of noise in the work environment; (5) the teacher's vocal intensity in the classroom; and (6) the teacher's perceived quality of life. It was found that the quality of life of teachers, as well as the major causes of acoustic discomfort, do not stem from a source outside the classroom, halls, and physical education classes. Instead, they originate inside the classroom and are caused by students during school hours; the teachers' vocal intensity exceeds the limits of tolerability both in schools that provide acoustic comfort and in those that do not. The basic conditions required to ensure the health of the participants in this study during their workday were found to be unsatisfactory.

Influence of Classroom Acoustics on Noise Disturbance and Well-Being for First Graders.

Several studies have shown so far that poor acoustics inside classrooms negatively affects the teaching and learning processes, especially at the lowest grades of education. However, the extent to which noise exposure or excessive reverberation affect well-being of children at school in their early childhood is still unanswered, as well as their awareness of noise disturbance. This work is a pilot study to investigate to which extent classroom acoustics affects the perceived well-being and noise disturbance in first graders. About 330 pupils aged from 6 to 7 years participated in the study. They belonged to 20 classes of 10 primary schools located in Torino (Italy), where room acoustic measurements were performed and where noise level was monitored during classes. The school buildings and the classrooms were balanced between socioeconomic status and acoustic conditions. Trained experimenters administered questionnaires in each class, where pupils answered all together during the last month of the school year (May). Questions included the happiness scale, subscales assessing self-esteem, emotional health, relationship at home and with friends, enjoyment of school, intensity and noise disturbance due to different sound sources, and quality of voice. The findings of the study suggest that long reverberation times, which are associated with poor classroom acoustics as they generate higher noise levels and degraded speech intelligibility, bring pupils to a reduced perception of having fun and being happy with themselves. Furthermore, bad classroom acoustics is also related to an increased perception of noise intensity and disturbance, particularly in the case of traffic noise and noise from adjacent school environments. Finally, happy pupils reported a higher perception of noise disturbance under bad classroom acoustic conditions, whereas unhappy pupils only reported complaints in bad classroom acoustics with respect to the perception of pleasances with himself or herself and of fitting in at school. Being a mother tongue speaker is a characteristic of children that brings more chances of attending classes in good acoustics, of being less disturbed, and of having more well-being, and richer districts presented better acoustic conditions, in turn resulting in richer districts also revealing a greater perception of well-being.

Impact of Vocal Hygiene Training on Teachers’ Willingness to Change Vocal Behaviors

There is a high incidence of dysphonia reported in teachers, which has been shown to indicate the teacher's ability to instruct as well as students' ability to comprehend. Factors such as extra vocal load, poor classroom acoustics, and health issues may increase a teacher's risk of acquiring a voice disorder that impacts his or her career. A common approach to treating or preventing voice disorders is the use of vocal hygiene training. Many studies have addressed different types of voice training with mixed results due to lengthy training programs, poor implementation, and other factors related to teacher motivation. The purpose of this study was to determine whether education on vocal hygiene practices would impact teachers' willingness to modify vocal behaviors. A group of 26 teachers from preschool to high school was sent pre- and post-training surveys to determine demographics, daily vocal use, and history of voice issues. The survey also assessed participants' likelihood to modify their behaviors to incorporate vocal hygiene practices into their daily lives. Between the pre- and post-training surveys, teachers received a one-hour training on vocal hygiene practices. This training consisted of basic information regarding the anatomy and physiology of the voice, healthy, and unhealthy vocal behaviors and the impact of phonotrauma behaviors, and positive effects of vocal hygiene techniques. Results showed that the impact of vocal hygiene training on teachers' willingness to incorporate vocally hygienic behaviors was statistically significant (d ≥ 0.80). Increases in study participant perceived desire to engage in vocal hygiene behaviors by virtue of vocal hygiene training was manifested in nearly 90% of the targeted vocal hygiene behaviors. In conclusion, teachers appear to benefit from receiving education on voice use and vocal hygiene techniques and show willingness to incorporate these techniques into their repertoires.

Acoustical analysis of preschool classrooms

The present study explores acoustical parameters, including unoccupied and occupied noise levels and reverberation time (RT), in typical preschool classrooms located in the northern suburbs of Chicago. The study was motivated by the following observations: (1) preschool classrooms are often established in buildings that were not initially constructed to be learning spaces; (2) poor classroom acoustics interfere with skills related to academic outcomes including speech perception, serial recall, literacy, and cognitive skills; and (3) younger children are at greater risk for impaired performance in acoustically complex environments. The study was designed to determine whether these preschool classrooms meet existing classroom acoustics standards (ANSI S12.60-2010). Measurements were made with microphones positioned in locations of the classrooms where children typically engage in activities during school season to reflect realistic building operation situations. Unoccupied and occupied noises were recorded over long durations, with intensity and spectral analysis of the recordings conducted off-line. RTs were measured and quantified at the same microphone positions. Preliminary results suggested that none of the preschool classrooms met the recommended unoccupied noise levels, while 3/11 classrooms were found to have longer than recommended RTs. Occupied noise in these preschool classrooms, and implications for learning, will be discussed.

A screening approach for classroom acoustics using web-based listening tests and subjective ratings.

BackgroundPerception of speech is crucial in school where speech is the main mode of communication. The aim of the study was to evaluate whether a web based approach including listening tests and questionnaires could be used as a screening tool for poor classroom acoustics. The prime focus was the relation between pupils’ comprehension of speech, the classroom acoustics and their description of the acoustic qualities of the classroom.Methodology/Principal FindingsIn total, 1106 pupils aged 13-19, from 59 classes and 38 schools in Sweden participated in a listening study using Hagerman’s sentences administered via Internet. Four listening conditions were applied: high and low background noise level and positions close and far away from the loudspeaker. The pupils described the acoustic quality of the classroom and teachers provided information on the physical features of the classroom using questionnaires.Conclusions/SignificanceIn 69% of the classes, at least three pupils described the sound environment as adverse and in 88% of the classes one or more pupil reported often having difficulties concentrating due to noise. The pupils’ comprehension of speech was strongly influenced by the background noise level (p<0.001) and distance to the loudspeakers (p<0.001). Of the physical classroom features, presence of suspended acoustic panels (p<0.05) and length of the classroom (p<0.01) predicted speech comprehension. Of the pupils’ descriptions of acoustic qualities, clattery significantly (p<0.05) predicted speech comprehension. Clattery was furthermore associated to difficulties understanding each other, while the description noisy was associated to concentration difficulties. The majority of classrooms do not seem to have an optimal sound environment. The pupil’s descriptions of acoustic qualities and listening tests can be one way of predicting sound conditions in the classroom.

Better Together

Better Together

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.

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.

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.

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.

The effect of amplification on children's performance in the classroom

The use of amplification systems in the classroom has the potential to reduce the impact of poor classroom acoustics for typically developing pupils and those with special educational needs (SENs). The immediate benefits of amplified acoustic signals on the performance of 253 primary school children, including 24 children with special needs, were examined. All participants were familiar with the use of the amplification systems. Children's performance was assessed on two verbal measures (spelling and oral comprehension) and one non‐verbal measure, using a balanced repeated measures design. It was predicted that the effects of amplification would be evident for spelling and oral language comprehension, but that there would be no discernable effect on speed of processing. Children with SEN were expected to have an added advantage with amplification. The predictions were partially supported. Both gain score analysis and ANOVAs of performance scores with amplification, controlling for performance without ampl...

Social and academic implications of acoustically hostile classrooms for hard of hearing children

The correlation between lowered academic achievement and classroom noise has been demonstrated for normally hearing children (Shield and Dockrell, 2003). However, the implications of poor classroom acoustics on the socialization and academic performance of children who are hard of hearing have not been examined. Eleven hard of hearing students in one school district, ranging from kindergarten to grade 7, were the foci of the present study. Acoustic measurements of each of the 11 classrooms in both unoccupied and occupied conditions revealed that all classrooms were acoustically challenging for the hard of hearing students, particularly at transition times, when ventilation was operational, and in the primary grades, when language learning needs are greatest. Interviews with parents and teachers underscored the difficulty these students experienced in comprehending teacher instructions and participating in group work. The students seldom initiated conversation or seatwork independently, but, rather, followed the lead of their peers. The hard of hearing students experienced frequent difficulties in understanding or participating in informal peer-to-peer conversations in the classroom, and parents and teachers attributed the children’s frequent social isolation and withdrawal at school to the combined effects of poor hearing abilities and hostile classroom acoustics. [Work supported by Hampton Research Fund.]

The social effects of poor classroom acoustics on students and The District of Columbia Public Schools demonstration of support through mandating the ANSI Classroom Acoustics standard

The effects that poor acoustics have on students extend beyond the classroom. This paper is to discuss the immediate and long-term results that inadequate acoustical design in the educational setting has on academic and social development and how the District of Columbia Public Schools (DCPS) are contributing to the classroom acoustic movement. DCPS is taking a pro-active stance in educational acoustics by mandating the ANSI Draft S12.60-200X classroom acoustic standard in the transformation of ten schools a year for the next ten to fifteen years. Synthesizing the ANSI S12 standard with the DCPS Design Guidelines describes explanation of how to design for appropriate acoustics in all core-learning spaces. Examples of the existing conditions of the facilities and acoustical remediation for new and historical preservation projects will be demonstrated. In addition, experience will be shared on the International Building Code Council hearings for classroom acoustics.

Revisiting Speech Interference in Classrooms:Revisando la interferencia en el habla dentro del salón de clases

A review of the effects of ambient noise and reverberation on speech intelligibility in classrooms has been completed because of the longstanding lack of agreement on preferred acoustical criteria for unconstrained speech accessibility and communication in educational facilities. An overwhelming body of evidence has been collected to suggest that noise levels in particular are usually far in excess of any reasonable prescription for optimal conditions for understanding speech in classrooms. Quite surprisingly, poor classroom acoustics seem to be the prevailing condition for both normally-hearing and hearing-impaired students with reported A-weighted ambient noise levels 4–37 dB above values currently agreed upon to provide optimal understanding. Revision of currently proposed room acoustic performance criteria to ensure speech accessibility for all students indicates the need for a guideline weighted for age and one for more vulnerable groups. For teens (12-year-olds and older) and young adults having nor...

Why Should We Care About Noise in Classrooms and Child Care Settings

Increasing numbers of young children spend extended portions of their days in group care settings. However, little attention has been given to the acoustical properties of these settings and how these may affect development, particularly speech and language development. This article provides a review of how classroom acoustics are measured, what researchers have found, and why poor classroom acoustics are of concern, particularly for infants and toddlers. It concludes with recommendations for improving classroom acoustics and verbal communication in the classroom.