Classroom acoustics : a Maltese perspective

Abstract

In the last three decades, numerous studies have shown the impact that classroom acoustics has on the teaching/learning process. A number of international standards and guidelines have been developed to ensure a good standard of classroom acoustics. The objective of this study was to analyse certain acoustical characteristics of Maltese primary state school classrooms, their effect of students and teachers, and whether they meet international guidelines. Information on classroom geometry, materials and ventilation strategies was gathered for 180 classrooms chosen from a sample of 30 state schools in Malta. Measurements of ambient noise levels were also carried out in 90 unoccupied classrooms from the same sample of 30 schools. These measurements and researcher’s observations were complemented with questionnaires completed by teachers teaching in the schools surveyed in this study, which captured their viewpoint on classrooms acoustics. Visual inspections identified that Maltese state primary schools are finished predominantly in acoustically-hard materials, which lead to a reverberant (echoey) environment. Teacher questionnaire responses revealed several sources of noise which were considered as disruptive These included sources of noise from within and from outside the classroom. Questionnaires also provided information on the adverse effect that the classroom acoustics have on the teachers’ voice. A statistically significant relationship was found between the measured ambient noise and several domains from the teacher questionnaire. Introduction of regulations and performance standards for classroom acoustics in Malta is recommended. New-build schools require better planning in the design phase to ensure adequate classroom acoustics. A programme of acoustic refurbishment is recommended for primary state school classrooms.