The impact of classroom noise on reading comprehension of secondary school pupils

Abstract

It has been known for many years that poor acoustic conditions in classrooms leading to high noise levels and poor speech intelligibility cause annoyance to pupils and teachers and affect the academic performance of pupils. Much of the previous research concerning the impact of noise and poor acoustics on pupils has involved children in primary schools, with fewer studies related to pupils of secondary school age. Furthermore, the majority of previous studies in schools have examined the impact of environmental noise, particularly aircraft noise, on children. The aim of the study described here was to examine the effects of typical levels of classroom noise on secondary school pupils, and to attempt to identify the threshold level at which adverse impacts might occur. A survey of acoustic conditions in secondary schools in England1 was accompanied by questionnaire surveys of pupils to ascertain levels of annoyance caused by noise, and their perceptions of its interference with their ability to hear and understand their teachers2 . In addition, students were tested in numeracy, mathematical reasoning, memory and reading comprehension in different levels of classroom noise. This paper describes the results of reading comprehension tests undertaken by nearly 1000 pupils aged between 11 and 16 years while they were exposed to typical classroom noise at different levels