Comparison of environmental and acoustic factors in occupied school classrooms for 11–16 year old students

Mydlarz, Charlie; Conetta, Robert; Connolly, Daniel; Cox, Trevor J.; Dockrell, Julie; Shield, Bridget

doi:10.1016/j.buildenv.2012.10.020

Cited by 26 publications

(25 citation statements)

References 7 publications

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“…For example, Ramasoot and Fotios (2008), also indicated in their study that the widespread use of smart boards probably lowered the requirement of illuminance level for demanding tasks on self--luminous display screens. Similar conclusions were drawn by Mydlarz et al (2013), who also found lighting levels were predominantly below the recommended levels in their classrooms study.…”

Section: Discussionsupporting

confidence: 82%

“…In addition, whilst no measurement showed overheating problems, the interviews with teachers indicated that their temperature sensation of comfort was lower than the environmental recommendations (DfES, 2003a). The overall CO 2 level was lower than previous studies (Clements --Croome et al, 2008;Mydlarz et al, 2013) though all of the measurements were carried out in UK primary schools. Large variations and high concentrations in CO 2 levels can be seen as a common problem in school classrooms.…”

Section: Discussioncontrasting

confidence: 59%

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A field survey on the indoor environmental quality of the UK primary school classroom

Zhang¹,

Barrett

Davies

et al. 2016

British Journal of School Nursing

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ABSTRACT:The indoor environmental quality (thermal, visual, acoustic and air quality) of the primary school classroom has become of specific concern when it comes to the pupils' learning and well--being.A field study, conducted on random days from 2012 to 2013, was carried out in 203 classrooms from 30 primary schools in 3 areas within the UK. Physical parameters were measured at the site: illuminance, air temperature, relative humidity, CO 2 concentration and noise level. It was inferred 2 that:(i) 30.9% classrooms did not meet the proposed standards limiting the level of CO 2 levels; (ii) light levels were found to be notably low (less than 500 lux) because the pedagogy was reliant on smart boards; (iii) high noise levels (between 40 to 80 dBA) were caused mainly from the adjacent activity areas to the classroom. Based on the findings, practical suggestions are proposed to maximize the environmental benefit to the pupils.

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Section: Discussionsupporting

confidence: 82%

Section: Discussioncontrasting

confidence: 59%

A field survey on the indoor environmental quality of the UK primary school classroom

Zhang¹,

Barrett

Davies

et al. 2016

British Journal of School Nursing

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“…The EN Standard 1264-1 establishes the fundamental rules for artificial lighting in indoor work places and tackles the glare issues, encouraging the integration between natural and artificial lighting [11]. A recent investigation conducted in the UK, found that light levels are predominantly below recommended levels for demanding tasks (either 300 lx for regular class activities or 500 lx for detailed drawing activities) [12].…”

Section: Introductionmentioning

confidence: 99%

Energy efficiency versus indoor environmental quality in different Romanian countryside schools

Ghita

Cătălina

2015

Energy and Buildings

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“…The study has comprised questionnaire surveys of students and teachers, 34 cognitive testing of students in different levels of noise, noise and acoustic surveys of many spaces typical of secondary schools, plus monitoring of environmental conditions in classrooms. 35 This paper presents the results of noise and acoustic surveys of unoccupied and occupied spaces in 13 secondary schools.…”

Section: Introductionmentioning

confidence: 99%

A survey of acoustic conditions and noise levels in secondary school classrooms in England

Shield

Conetta

Dockrell³

et al. 2015

The Journal of the Acoustical Society of America

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An acoustic survey of secondary schools in England has been undertaken. Room acoustic parameters and background noise levels were measured in 185 unoccupied spaces in 13 schools to provide information on the typical acoustic environment of secondary schools. The unoccupied acoustic and noise data were correlated with various physical characteristics of the spaces. Room height and the amount of glazing were related to the unoccupied reverberation time and therefore need to be controlled to reduce reverberation to suitable levels for teaching and learning. Further analysis of the unoccupied data showed that the introduction of legislation relating to school acoustics in England and Wales in 2003 approximately doubled the number of school spaces complying with current standards. Noise levels were also measured during 274 lessons to examine typical levels generated during teaching activities in secondary schools and to investigate the influence of acoustic design on working noise levels in the classroom. Comparison of unoccupied and occupied data showed that unoccupied acoustic conditions affect the noise levels occurring during lessons. They were also related to the time spent in disruption to the lessons (e.g., students talking or shouting) and so may also have an impact upon student behavior in the classroom.

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Comparison of environmental and acoustic factors in occupied school classrooms for 11–16 year old students

Cited by 26 publications

References 7 publications

A field survey on the indoor environmental quality of the UK primary school classroom

A field survey on the indoor environmental quality of the UK primary school classroom

Energy efficiency versus indoor environmental quality in different Romanian countryside schools

A survey of acoustic conditions and noise levels in secondary school classrooms in England

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