The impact of urban noise on primary schools. Perceptive evaluation and objective assessment

This paper aims to assess the impact of environmental noise in the vicinity of primary schools and to analyze its influence in the workplace and in student performance through perceptions and objective evaluation. The subjective evaluation consisted of the application of questionnaires to students and teachers, and the objective assessment consisted of measuring in situ noise levels. The survey covered nine classes located in three primary schools. Statistical Package for Social Sciences was used for data processing and to draw conclusions. Additionally, the relationship of the difference between environmental and background noise levels of each classroom and students with difficulties in hearing the teacher’s voice was examined. Noise levels in front of the school, the schoolyard, and the most noise-exposed classrooms (occupied and unoccupied) were measured. Indoor noise levels were much higher than World Health Organization (WHO) recommended values: L_Aeq,30min averaged 70.5 dB(A) in occupied classrooms, and 38.6 dB(A) in unoccupied ones. Measurements of indoor and outdoor noise suggest that noise from the outside (road, schoolyard) affects the background noise level in classrooms but in varying degrees. It was concluded that the façades most exposed to road traffic noise are subjected to values higher than 55.0 dB(A), and noise levels inside the classrooms are mainly due to the schoolyard, students, and the road traffic. The difference between background (L_A95,30min) and the equivalent noise levels (L_Aeq,30min) in occupied classrooms was 19.2 dB(A), which shows that students’ activities are a significant source of classroom noise.     

The effects of environmental and classroom noise on the academic attainments of primary school children

While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests of literacy, mathematics, and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and internal noise on the test results of children aged 7 and 11 in London (UK) primary schools. External noise was found to have a significant negative impact upon performance, the effect being greater for the older children. The analysis suggested that children are particularly affected by the noise of individual external events. Test scores were also affected by internal classroom noise, background levels being significantly related to test results. Negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language, and special educational needs. Linear regression analysis has been used to estimate the maximum levels of external and internal noise which allow the schools surveyed to achieve required standards of literacy and numeracy.     

Investigating the acoustics of a sample of open plan and enclosed Kindergarten classrooms in Australia

Open plan classrooms, where several class bases share the same space, have recently re-emerged in Australian primary schools. This study compared the acoustics of four different Kindergarten classrooms: an enclosed classroom with 25 students, a double classroom with 44 students, a linear fully open plan triple classroom with 91 students, and a semi-open plan K-6 classroom with 205 students. Ambient noise levels, intrusive noise levels, occupied background noise levels, and teacher’s speech levels were recorded during different activities. Room impulse responses using logarithmic sweeps were also recorded for different teaching scenarios. From these recordings, signal-to-noise ratios, speech transmission index scores, and reverberation times were calculated. The results revealed much higher intrusive noise levels in the two largest open plan classrooms, resulting in signal-to-noise ratios and speech transmission index scores to be well below those recommended in classrooms with students of this age. Additionally, occupied background noise levels in all classrooms were well above recommended levels. These results suggest noise in classrooms needs to be better controlled, and open plan classrooms are unlikely to be appropriate learning environments for young children due to their high intrusive noise levels. The impact of noise on children’s learning and teacher’s vocal health are discussed.     

Objective and subjective evaluation of acoustic comfort in classrooms: A comparative investigation of vernacular and modern school classroom in Kerala

This paper reports a comparative investigation on acoustic comfort of classrooms in vernacular and modern school buildings in tropical warm humid climate. In this type of climate the intrusion of external noise into the classrooms along with cross ventilation is unavoidable. Preliminary investigation on the evaluation of acoustic comfort carried in secondary schools located in Kollam district of Kerala State in India have been reported. As a step ahead, in order to understand the performance of vernacular school classroom in comparison with that of a modern classroom, an initial survey was conducted in classrooms of ten vernacular and 10 modern schools. Further a detail investigation was carried out in a vernacular and modern school building located in the same site. The study was conducted by measuring the two important acoustic parameters viz., background noise and reverberation time which affect the acoustical comfort in the classrooms. The level of satisfaction of the users was evaluated through questionnaires distributed to teachers and students. The result of the scientific analysis was compared to user’s response. The study reveals that modern classrooms are more preferred than vernacular classrooms acoustically, by the teachers and students. The study also confirms a strong need of improving the acoustical comforts in the classrooms.     

Annoyance due to single and combined sound exposure from railway and road traffic

Environmental noise is a growing and well recognized health problem. However, in many cases people are exposed not to a single noise source-for example, road, railway, or aircraft noise-but to a combination of noise exposures and there is only limited knowledge of the effects on health of exposure to combined noise sources. A socio-acoustic survey among 1953 persons aged 18-75 years was conducted in residential areas exposed to railway and road traffic noise with sound levels ranging from L(Aeq,24h) 45-72 dB in a municipality east of Gothenburg, Sweden. The objectives were to assess various adverse health effects, including annoyance, and to elucidate the impact of exposure to single and combined noise sources. In areas exposed to both railway and road traffic, the proportion annoyed by the total traffic sound environment (total annoyance) was significantly higher than in areas with one dominant noise source (rail or road traffic) with the same total sound exposure (L(Aeq,24h,tot)). This interaction effect was significant from 59 dB and increased gradually with higher sound levels. Effects of the total sound exposure should be considered in risk assessments and in noise mitigation activities.     

The effect of ambient noise on speech intelligibility in classrooms

Intelligibility tests were performed by teachers and pupils in classrooms under a variety of (road traffic) noise conditions. The intelligibility scores are found to deteriorate at (indoor) noise levels exceeding a critical value of — 15 dB with regard to a teacher's long-term (reverberant) speech level. The implications for external noise levels are discussed: typically, an external noise level of 50 dB(A) would imply that the critical indoor level is exceeded for about 20 per cent of teachers.     

The intelligibility of speech in elementary school classrooms

This is the second of two papers describing the results of acoustical measurements and speech intelligibility tests in elementary school classrooms. The intelligibility tests were performed in 41 classrooms in 12 different schools evenly divided among grades 1, 3, and 6 students (nominally 6, 8, and 11 year olds). Speech intelligibility tests were carried out on classes of students seated at their own desks in their regular classrooms. Mean intelligibility scores were significantly related to signal-to-noise ratios and to the grade of the students. While the results are different than those from some previous laboratory studies that included less realistic conditions, they agree with previous in-classroom experiments. The results indicate that +15 dB signal-to-noise ratio is not adequate for the youngest children. By combining the speech intelligibility test results with measurements of speech and noise levels during actual teaching situations, estimates of the fraction of students experiencing near-ideal acoustical conditions were made. The results are used as a basis for estimating ideal acoustical criteria for elementary school classrooms.     

Community reaction to aircraft noise: time-of-day penalty and tradeoff between levels of overflights

A decrease in the level of sound events can compensate for an increase in the level of other events, but noise metrics assume different tradeoffs. Noise metrics also differ in the penalty applied to noise in the evening and to noise in the night, and in the definition of these periods. These two aspects of noise metrics, i.e., the tradeoff and the penalty for the nighttime (23-7h), are investigated. A general model of the relation between SELs of sound events (aircraft overflights) and noise annoyance is presented which allows for a wide range of tradeoffs and time-of-day penalties. The (tradeoff and time-of-day penalty) parameters of the model are fitted to the data from an aircraft noise study conducted around Amsterdam Airport Schiphol, which is especially suited for investigating the tradeoff and time-of-day penalties. It was found that in this study the tradeoff between the levels of events in metrics based on L(Aeq)'s, such as L(Aeq)(24 h), DNL, and DENL, is approximately correct for the prediction of noise annoyance. Furthermore, it was found that the strongest correlation with annoyance is obtained with a nighttime penalty of circa 10 dB. No suitable data were available for further tests of the tradeoff. The result with respect to the nighttime penalty was weakly further supported by the outcome of analyses of the original data from four other aircraft noise surveys (one survey conducted around British airports, and three coordinated surveys carried out around Paris Orly, Amsterdam Schiphol, and Glasgow Abbotsinch).     

Evaluation of acoustical conditions for speech communication in working elementary school classrooms

Detailed acoustical measurements were made in 41 working elementary school classrooms near Ottawa, Canada to obtain more representative and more accurate indications of the acoustical quality of conditions for speech communication during actual teaching activities. This paper describes the room acoustics characteristics and noise environment of 27 traditional rectangular classrooms from the 41 measured rooms. The purpose of the work was to better understand how to improve speech communication between teachers and students. The study found, that on average, the students experienced: teacher speech levels of 60.4 dB A, noise levels of 49.1 dB A, and a mean speech-to-noise ratio of 11 dB A during teaching activities. The mean reverberation time in the occupied classrooms was 0.41 s, which was 10% less than in the unoccupied rooms. The reverberation time measurements were used to determine the average absorption added by each student. Detailed analyses of early and late-arriving speech sounds showed these sound levels could be predicted quite accurately and suggest improved approaches to room acoustics design.     

Experimental investigation of the effects of the acoustical conditions in a simulated classroom on speech recognition and learning in children

The potential effects of acoustical environment on speech understanding are especially important as children enter school where students' ability to hear and understand complex verbal information is critical to learning. However, this ability is compromised because of widely varied and unfavorable classroom acoustics. The extent to which unfavorable classroom acoustics affect children's performance on longer learning tasks is largely unknown as most research has focused on testing children using words, syllables, or sentences as stimuli. In the current study, a simulated classroom environment was used to measure comprehension performance of two classroom learning activities: a discussion and lecture. Comprehension performance was measured for groups of elementary-aged students in one of four environments with varied reverberation times and background noise levels. The reverberation time was either 0.6 or 1.5 s, and the signal-to-noise level was either +10 or +7 dB. Performance is compared to adult subjects as well as to sentence-recognition in the same condition. Significant differences were seen in comprehension scores as a function of age and condition; both increasing background noise and reverberation degraded performance in comprehension tasks compared to minimal differences in measures of sentence-recognition.     

Evaluation of the acoustic performance of classrooms in public schools

This paper presents the results of an evaluation of acoustic comfort of classrooms built according to a standard design. Three constructive designs located in the metropolitan area of Curitiba (Brazil) have been evaluated, two schools built under each of these three designs, in a total of six schools. The acoustic quality of the classrooms have been analyzed based on measurements of the reverberation time, sound pressure level inside and outside the classrooms, and sound insulation. Measurements of ambient noise (external and internal) followed the Brazilian Standards NBR 10151 and NBR 10152. Measurement of reverberation time and sound insulation followed the international Standards ISO 140-4, ISO 140-5, ISO 717-1, and ISO 3382. Results (sound insulation and reverberation time) have been compared with reference values found in the Brazilian Standard NBR 1279, and in the Standards ANSI S12.60 and DIN 18041. Results reveal poor acoustical quality of the surveyed classrooms, for all 3 constructive designs studied. The surveyed designs do not meet the guidelines of either the Brazilian Standards or of the International Standards employed as references.     

The impacts of environmental noise on the academic achievements of secondary school students in Greater London

Previous studies on the detrimental impact of chronic external noise upon the academic performance of school children were normally based on sampled school sites, and the results were often limited to a specific range of areas. The aim of this paper is to investigate the relationships between environmental noise levels of secondary schools in Greater London and a set of academic achievement factors, and also, to determine the noise exposure of secondary schools. Four academic achievement indicators were considered and five noise indicators were obtained after processing noise map data. It has been shown that the environmental noise levels of secondary schools in Greater London have almost no significant relationships with those academic achievement indicators. As expected, the secondary schools in Inner London are noisier than those in Outer London. The average difference is calculated as 2 dBA.     

Investigations into vocal doses and parameters pertaining to primary school teachers in classrooms

Investigations into vocal doses and parameters were carried out on 40 primary school teachers (36 females and 4 males) in six schools in Italy, divided into two groups of three, A and B, on the basis of the type of building and the mid-frequency reverberation time in the classrooms, which was 1.13 and 0.79 s, respectively. A total of 73 working-day samples were collected (66 for females and 7 for males), from which 54 traditional lessons were analyzed separately. The average value over the working days of the mean sound pressure level of the voiced speech at 1 m from the teacher's mouth was 62.1 dB for the females and 57.7 dB for the males, while the voicing time percentage was 25.9 and 25.1 %, respectively. Even though the vocal doses and parameters did not differ for the two school groups, the differences in the subjective scores were significant, with enhanced scores in group B. A 0.72 dB increase in speech level per 1 dB increase in background noise level, L(A90), was found during traditional lessons, as well as an increase in the mean value of the fundamental frequency with an increase in L(A90), at a rate of 1.0 Hz/dB.     

Subjective and objective assessment of acoustical and overall environmental quality in secondary school classrooms

A subjective survey on perceived environmental quality has been carried out on 51 secondary-school classrooms, some of which have been acoustically renovated, and acoustical measurements were carried out in eight of the 51 classrooms, these eight being representative of the different types of classrooms that are the subject of the survey. A questionnaire, which included items on overall quality and its single aspects such as acoustical, thermal, indoor air and visual quality, has been administered to 1006 students. The students perceived that acoustical and visual quality had the most influence on their school performance and, with the same dissatisfaction for acoustical, thermal and indoor air quality, they attributed more relevance, in the overall quality judgment, to the acoustical condition. Acoustical quality was correlated to speech comprehension, which was correlated to the speech transmission index, even though the index does not reflect all the aspects by which speech comprehension can be influenced. Acoustical satisfaction was lower in nonrenovated classrooms, and one of the most important consequences of poor acoustics was a decrease in concentration. The stronger correlation between average noise disturbance scores and L(A max) levels, more than L(Aeq) and L(A90), showed that students were more disturbed by intermittent than constant noise.     

Children's perceptions of their acoustic environment at school and at home

This paper describes the results of a large-scale questionnaire survey that ascertained children's perceptions of their noise environment and the relationships of the children's perceptions to objective measures of noise. Precision, specificity, and consistency of responding was established through the use of convergent measures. Two thousand and thirty-six children completed a questionnaire designed to tap (a) their ability to discriminate different classroom listening conditions; (b) the noise sources heard at home and at school; and (c) their annoyance by these noise sources. Teachers completed a questionnaire about the classroom noise sources. Children were able to discriminate between situations with varying amounts and types of noise. A hierarchy of annoying sound sources for the children was established. External L(Amax) levels were a significant factor in reported annoyance, whereas external L(A90) and L(A99) levels were a significant factor in determining whether or not children hear sound sources. Objective noise measures (L(A90) and L(A99)) accounted for 45% of the variance in children's reporting of sounds in their school environment. The current study demonstrates that children can be sensitive judges of their noise environments and that the impact of different aspects of noise needs to be considered. Future work will need to specify the factors underlying the developmental changes and the physical and location dimensions that determine the school effects.     

Use of the sound levels of noise for assessing the adequacy of hearing protectors

The dB(A) sound level of a noise is accepted as a measure of the damage risk to unprotected ears but often it is not a reliable guide to the risk to ears fitted with hearing protectors. For any dB(A) level inside a protector, normally there will be substantially higher sound levels outside that protector. This paper shows how, from sequential frequency attenuation bands of the protector, and sound level weightings, external sound levels can be calculated, below which the noise inside the protector does not exceed a chosen dB(A) level. Further valuable information may be obtained by mapping external dB(A) and dB(C) levels to cover all possible noise spectra that give the chosen dB(A) level inside the protector. Thus, from a pair of measured sound levels, use of the method indicates whether the protector is sufficient or not, or whether more detailed measurment of the noise is required. This knowledge enhances the scope of the sound level meter and reduces the need for frequency analysis of industrial noise. Its application should be a helpful addition to the data provided by suppliers of hearing protectors.     

Environmental noise pollution in the city of Curitiba, Brazil

This paper presents the results obtained in a study on environmental noise pollution in the city of Curitiba, Brazil. The equivalent sound level values—L_{Aeq, 2hr}—were measured and tabulated for 1000 locations spread over the urban zones of the city of Curitiba. It has been found out that 93.3% out of the locations display during the day equivalent sound levels over 65 dB(A), and 40.3% out of the total number of locations measured display during the day extremely high values of equivalent sound levels: over 75 dB(A).     

A threatened beluga (Delphinapterus leucas) population in the traffic lane: vessel-generated noise characteristics of the Saguenay-St. Lawrence Marine Park, Canada

The threatened resident beluga population of the St. Lawrence Estuary shares the Saguenay-St. Lawrence Marine Park with significant anthropogenic noise sources, including marine commercial traffic and a well-established, vessel-based whale-watching industry. Frequency-dependent (FD) weighting was used to approximate beluga hearing sensitivity to determine how noise exposure varied in time and space at six sites of high beluga summer residency. The relative contribution of each source to acoustic habitat degradation was estimated by measuring noise levels throughout the summer and noise signatures of typical vessel classes with respect to traffic volume and sound propagation characteristics. Rigid-hulled inflatable boats were the dominant noise source with respect to estimated beluga hearing sensitivity in the studied habitats due to their high occurrence and proximity, high correlation with site-specific FD-weighted sound levels, and the dominance of mid-frequencies (0.3-23 kHz) in their noise signatures. Median C-weighted sound pressure level (SPL(RMS)) had a range of 19 dB re 1 μPa between the noisiest and quietest sites. Broadband SPL(RMS) exceeded 120 dB re 1 μPa 8-32% of the time depending on the site. Impacts of these noise levels on St. Lawrence beluga will depend on exposure recurrence and individual responsiveness.     

The noise exposure of infants in incubators

The noise exposure of infants in incubators due to both services noise and self-generated noise has been measured in an investigation involving 45 incubators and 69 infants. Incubator services noise levels were consistent with those reported in previous surveys but the noise produced by the infants has been found to increase levels by approximately 8 dB(A) on average. Statistical distribution analysis of the noise levels has shown that energy content of the infant generated noise has maximum values between 90 dB(A) and 100 dB(A) and peak levels of 107 dB(A) have been recorded. The possibility of the measured sound pressure levels inducing cochlear damage is discussed and an assessment is made of incubator services noise which suggest a design level of 45 dB(A) for new incubators and a limiting sound level of 55 dB(A) during normal usage.