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How Children Perceive the Acoustic Environment of Their School

Brännström, Jonas LU ; Johansson, Erika; Vigertsson, Daniel; Morris, Andrew David; Sahlén, Birgitta LU and Lyberg-Åhlander, Viveka LU (2017) In Noise and Health 19(87). p.84-94
Abstract

Objective: Children's own ratings and opinions on their schools sound environments add important information on noise sources. They can also provide information on how to further improve and optimize children's learning situation in their classrooms. This study reports on the Swedish translation and application of an evidence-based questionnaire that measures how children perceive the acoustic environment of their school. Study Design: The Swedish version was made using a back-To-back translation. Responses on the questionnaire along with demographic data were collected for 149 children aged 9-13 years of age. Results: The Swedish translation of the questionnaire can be reduced from 93 to 27 items. The 27 items were distributed over... (More)

Objective: Children's own ratings and opinions on their schools sound environments add important information on noise sources. They can also provide information on how to further improve and optimize children's learning situation in their classrooms. This study reports on the Swedish translation and application of an evidence-based questionnaire that measures how children perceive the acoustic environment of their school. Study Design: The Swedish version was made using a back-To-back translation. Responses on the questionnaire along with demographic data were collected for 149 children aged 9-13 years of age. Results: The Swedish translation of the questionnaire can be reduced from 93 to 27 items. The 27 items were distributed over five separate factors measuring different underlying constructs with high internal consistency and high inter-item correlations. The responses demonstrated that the dining hall/canteen and the corridors are the school spaces with the poorest listening conditions. The highest annoyance was reported for tests and reading; next, student-generated sounds occur more frequently within the classroom than any sudden unexpected sounds, and finally, road traffic noise and teachers in adjoining classrooms are the most frequently occurring sounds from outside the classroom. Several demographic characteristics could be used to predict the outcome on these factors. Conclusion: The findings suggest that crowded spaces are most challenging; the children themselves generate most of the noise inside the classroom, but it is also common to hear road traffic noise and teachers in adjoining classrooms. The extent of annoyance that noise causes depends on the task but seems most detrimental in tasks, wherein the demands of verbal processing are higher. Finally, children with special support seem to report that they are more susceptible to noise than the typical child.

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Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Children, education, gender, hearing impairment, noise
in
Noise and Health
volume
19
issue
87
pages
11 pages
publisher
Medknow Publications
external identifiers
  • scopus:85018704558
ISSN
1463-1741
DOI
10.4103/nah.NAH-33-16
language
English
LU publication?
yes
id
e6b567c1-6519-45f6-9de8-3be4e46896d3
date added to LUP
2017-06-14 15:14:49
date last changed
2017-06-14 15:14:49
@article{e6b567c1-6519-45f6-9de8-3be4e46896d3,
  abstract     = {<p>Objective: Children's own ratings and opinions on their schools sound environments add important information on noise sources. They can also provide information on how to further improve and optimize children's learning situation in their classrooms. This study reports on the Swedish translation and application of an evidence-based questionnaire that measures how children perceive the acoustic environment of their school. Study Design: The Swedish version was made using a back-To-back translation. Responses on the questionnaire along with demographic data were collected for 149 children aged 9-13 years of age. Results: The Swedish translation of the questionnaire can be reduced from 93 to 27 items. The 27 items were distributed over five separate factors measuring different underlying constructs with high internal consistency and high inter-item correlations. The responses demonstrated that the dining hall/canteen and the corridors are the school spaces with the poorest listening conditions. The highest annoyance was reported for tests and reading; next, student-generated sounds occur more frequently within the classroom than any sudden unexpected sounds, and finally, road traffic noise and teachers in adjoining classrooms are the most frequently occurring sounds from outside the classroom. Several demographic characteristics could be used to predict the outcome on these factors. Conclusion: The findings suggest that crowded spaces are most challenging; the children themselves generate most of the noise inside the classroom, but it is also common to hear road traffic noise and teachers in adjoining classrooms. The extent of annoyance that noise causes depends on the task but seems most detrimental in tasks, wherein the demands of verbal processing are higher. Finally, children with special support seem to report that they are more susceptible to noise than the typical child.</p>},
  author       = {Brännström, Jonas and Johansson, Erika and Vigertsson, Daniel and Morris, Andrew David and Sahlén, Birgitta and Lyberg-Åhlander, Viveka},
  issn         = {1463-1741},
  keyword      = {Children,education,gender,hearing impairment,noise},
  language     = {eng},
  month        = {03},
  number       = {87},
  pages        = {84--94},
  publisher    = {Medknow Publications},
  series       = {Noise and Health},
  title        = {How Children Perceive the Acoustic Environment of Their School},
  url          = {http://dx.doi.org/10.4103/nah.NAH-33-16},
  volume       = {19},
  year         = {2017},
}