Adolescents' perceptions of their school's acoustic environment: The development of an evidence based questionnaire
Adolescents' perceptions of their school's acoustic environment: The development of an evidence based questionnaire
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DOI：
10.4103/1463-1741.113525
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发表时间：
2013-07-01
期刊：
影响因子：
0.7
通讯作者：
Cox, Trevor J.
中科院分区：
文献类型：
--
作者：
Connolly, Daniel M.;Dockrell, Julie E.;Cox, Trevor J.
众所周知，学校糟糕的声学环境会对学生的学习和成绩产生负面影响。本文介绍了11-16岁学生对学校声环境印象的在线问卷调查的设计和结果。共有2588名英国中学生对问卷进行了回复。因子分析被用来确定变量，这些变量最能表征学生对学校声学环境的印象。四个因素，分别对应于学校空间的易听性、对噪音的敏感性、教室噪音的后果和对间歇性噪音的烦扰，解释了学生对问卷回答的总方差的43%。对这些因素的反应分析表明，报告有额外学习需要的学生，如听力障碍、将英语作为额外语言或接受学习支持的学生，报告受到糟糕学校音响效果的影响，比没有报告额外学习需要的学生严重得多。与年龄较小的学生相比，年龄较大的学生对噪音的烦扰以及糟糕的声学条件对他们学习和行为的影响明显更加敏感。与开放式教室设计的学校或暴露在外部噪声源中的学校相比，就读于没有暴露在附近噪声源的蜂窝教室的郊区学校的学生对学校的声学更积极。这项研究表明，青少年是学校声学环境的可靠评判者，他们对糟糕的听力环境对教学和学习造成的干扰有洞察力。此外，有额外学习需要的学生更容易受到不良学校音响效果的负面影响。
A poor acoustic environment in a school is known to negatively affect pupils' learning and achievement. This paper presents the design and findings of an online questionnaire survey of 11-16 year olds' impressions of their school's acoustic environment. A total of 2588 English secondary school pupils responded to the questionnaire. Factor analysis was used to identify variables which best characterized pupils' impressions of their school's acoustic environment. Four factors, corresponding to ease of hearing in school spaces, sensitivity to noise, the consequences of noise in the classroom, and annoyance to intermittent noise, accounted for 43% of the total variance in pupils' responses to the questionnaire. Analysis of the responses on these factors showed that pupils who reported additional learning needs such as hearing impairment, speaking English as an additional language or receiving learning support reported being significantly more affected by poor school acoustics than pupils reporting no additional learning needs. Older pupils were significantly more sensitive to noise annoyance and to the consequences of poor acoustical conditions on their learning and behaviour than younger pupils. Pupils attending suburban schools featuring cellular classrooms that were not exposed to a nearby noise sources were more positive about their school acoustics than pupils at schools with open plan classroom designs or attending schools that were exposed to external noise sources. The study demonstrates that adolescents are reliable judges of their school's acoustic environment, and have insight into the disruption to teaching and learning caused by poor listening conditions. Furthermore, pupils with additional learning needs are more at risk from the negative effects of poor school acoustics.