Cordless amplifying system in classrooms. A descriptive study of teachers' and students' opinions

Abstract

This study investigated one possible method to diminish teachers' vocal loading and, consequently, voice problems. Thirty-three teachers used electric sound amplification in teaching for at least 1 week. Both the teachers (33) and the students (791) reported their opinions of the amplification in a questionnaire. Ninety-seven percent of the teachers reported easier voice production, 82% found improved vocal endurance. The need for repetition also diminished. Eighty-four percent of the students found listening easier and 63% concentration better when amplification was used. The negative points reported both by teachers and students were technical problems (e.g. incorrect sound level or placement of the amplifier). Electrical amplification, thus, can be recommended in classroom use provided that the technical problems have been solved.

Voice amplification for primary school teachers with voice disorders: A randomized clinical trial

“…With regard to the point of view of the children, most of the teachers in the study reported that children became immediately used to the novelty, and they also benefitted from listening. Also this aspect is in agreement with some previous reports indicating that poor voice quality in teachers reduces the intelligibility of speech [14,15,24,25], while amplification both reduces the need for repetition and permits better concentration [15].…”

Voice Care Knowledge Among Clinicians and People With Healthy Voices or Dysphonia

“…1,9,20,25,34 (Continued ) Amplification has shown to be beneficial in a number of studies with teachers and students. [15][16][17][44][45][46][47][48] Yiu 19 reported that teachers suggested amplifiers as a strategy to avoid voice problems. Voice care may include recommending the use of an amplifier or microphone.…”

Acoustic Measures and Self-reports of Vocal Fatigue by Female Teachers

“…[9][10][11] Furthermore, teachers do not have voice complaints during vacation time but during the term. [11][12] Various acoustic changes have been found to take place after a vocally loading task, whether it is a loading test in a laboratory or a teacher's working day or an actor's theater performance. [13][14][15][16][17][18] Fundamental frequency (F0) and SPL have been found to be higher after loading, and the spectral tilt has also been found to be lower in females after loading.…”