Effects of Classroom Acoustics on Teachers' Voices

Abstract

The aim of the study was to research associations between classroom acoustic parameters and teachers' voice use and vocal health (N = 40). From voice samples, sound pressure level (SPL), fundamental frequency (F 0), and the tilt of spectrum slope were analysed. Information on voice symptoms was collected by means of questionnaires. Room acoustic variables were reverberation times (T 60 , EDT), sound attenuation (DL 2) and parameters measuring how well speech is perceived (C 50 , D 50 , STI). The associations between the variables were studied for the whole group and separately for quiet and noisy classrooms. The results showed that all the room acoustic variables measured correlated with a teacher's voice variables. Voice SPL was influential especially in the noisy classrooms and F 0 in the quiet classes. A teacher's vocal health was poorer if the room acoustic variables indicated better listening conditions. The findings suggest that good listening conditions do not necessarily imply good speaking conditions in classrooms.

A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms

“…Our study, contrary to the study by Rantala and Sala [14], did not find a significant relationship between vocal health and RT. An explanation for this could be that the teachers' vocal health was good and classroom RTs were close to optimal in our study.…”

“…Another possible explanation may be that the small sample size was not sufficient to establish a significant relationship. Rantala and Sala [14] used a longer version of the VHI [38] to assess vocal symptoms, and the classroom RTs in their study had a mean of 0.55 s, which is about 0.1 s longer than in our study. They did not find any relationship between VHI scores and room acoustic parameters when their two subgroups were investigated.…”

“…In addition to complaints about poor room acoustics, the majority of teachers in the study by Lyberg-Åhlander et al also felt they were disturbed by the noise caused by pupils and ventilation systems [12]. Teachers with voice problems are more affected by non-beneficial room acoustics than their voice-healthy colleagues are [12,14]. In the study by Ilomäki et al, teachers reported unsatisfactory air quality, stressful work conditions and background noise as most harmful for their voices [15].…”

“…In sum, few studies have focused on the speakers', teachers', perspective in room acoustics with some exceptions [12][13][14][15][16]19]. Studies exploring the connection between teachers' well-being, self-efficacy and room acoustics have, to the best of our knowledge, not been published.…”

Using Virtual Reality to Evaluate the Impact of Room Acoustics on Cognitive Performance and Well-Being

“…The C50 is a commonly used to assess the influence of room acoustics on the clarity and intelligibility of speech (Bradley et al, 1999). The reduction in reverberation was predicted to cause an increase in the intelligibility of the speaker and decreased perceptual and cognitive demands placed on the individual listener (Rantala and Sala, 2015). It is important to clarify that the ambient noise was predicted to not prevent understanding the speaker (i.e., no reduction in task accuracy), but rather make it cognitively more challenging to attend to (i.e., increase in task response time).…”