Noise levels in Hong Kong primary schools: Implications for classroom listening

Noise levels in Hong Kong primary schools: Implications for classroom listening

• Choi, Ching Yee University of Hong Kong
• McPherson, Bradley University of Hong Kong

International Journal of Disability, Development and Education, 52(4), 345-360, 2005

Routledge

2005

• S School Environment & Facilities, Organization
  • SE School Building, Campus & Environment
• S School Environment & Facilities, Organization
  • SA Text Books, Stationery, Teaching Equipments & Facilities, Educational Technology

Foreign Countries Urban Schools Auditory Perception Acoustics Classroom Environment Listening Skills Elementary Schools Speech Communication Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

Many researchers have stressed that the acoustic environment is crucial to the speech perception, academic performance, attention, and participation of students in classrooms. Classrooms in highly urbanised locations are especially vulnerable to noise, a major influence on the acoustic environment. This study investigates the noise levels in one such urban environment, Hong Kong. The ambient noise level, and its relationship to the speech intensity levels of both teachers and students was surveyed in 47 primary school classrooms. Moreover, the presence of acoustical treatments for noise reduction and the use of classroom amplification systems were documented for each classroom. The survey found that the mean occupied noise level was 60.74 dB (A); the mean unamplified and amplified speech-to-noise ratios of teachers were 13.53 dB and 18.45 dB, respectively; while the mean unamplified speech-to-noise ratio for students was 4.13 dB. Most of the classrooms exhibited insufficient acoustical treatments to provide significant noise reduction. The listening environment in many Hong Kong primary schools was not favourable for optimal classroom learning. Recommendations for improving the acoustical environment in classrooms in highly urbanised locations such as Hong Kong are discussed.
[Copyright of International Journal of Disability, Development and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10349120500348714]

• English

Journal Articles

• 1034912X

• 10.1080/10349120500348714

https://bibliography.lib.eduhk.hk/bibs/79981cd4

2010-09-24