Conforto acústico na percepção de escolares alfabetizados

Santos, Juliana Oliveira; Seligman, Lilian; Tochetto, Tânia Maria

doi:10.1590/s1516-80342012000300004

Cited by 11 publications

(16 citation statements)

References 14 publications

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“…When the students were asked to evaluate the interference of noise in the teaching-learning process, the majority pointed out that they were able to hear the teacher's voice, but were unable to understand, and a high percentage reported that it was C4 1 10 9 90 3 30 7 70 0 0 10 100 C5 3 30 7 70 3 30 7 70 0 0 10 100 C6 2 20 8 80 4 40 6 60 0 0 10 100 C7 0 0 10 100 3 30 7 70 2 20 8 80 C8 2 20 8 80 4 40 6 60 1 10 9 90 C9 0 0 10 100 0 0 8 100 1 10 9 90 C10 3 30 7 70 5 50 5 50 0 0 10 100 Total 12 12 88 88 34 34 64 64 4 4 96 96 Fisher's Exact Test (p≤0,05) OBS: some columns do not add up to 100% since answers "I don't know" were not included in the table harmful to their learning or to their grades (23) . Noise, due to its frequency and intensity does not allow the teacher's speech to be fully head and, as a consequence, requires the student to make an extra effort and concentrate in order to separate the teacher's voice from background noise and apprehend meaning from what is being said (8,9,14) .…”

Section: Discussionmentioning

confidence: 99%

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

Servilha

Delatti

2014

Audiol., Commun. Res.

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Purpose: To identify the perceptions of university students about the noise in the classroom and its consequences on learning quality. Methods:The participants were 100 healthcare undergraduate students from ten noisy classrooms indicated by their teachers. They completed a questionnaire with open and closed questions about the presence, source, type, and valuation of noise, its impact on lessons and strategies to minimize it. The closed responses were descriptively analyzed, and compared among courses. Results: Mean age was 21.3 years, female predominance (85%) and unmarried (91%). The university and the classrooms were considered noisy by the students; they indicated themselves as the largest source of noise; they react to noise with an effort to listen, difficulty in concentration and irritation which interfere in learning, grades and health. In noisy conditions, the students ask for silence, to sit in front of the class or to study at home. Conclusion:Students identified noise as a harmful factor for the teaching-learning process, realized their role in this context and were proactive in creating an environment compatible to learning.

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Section: Discussionmentioning

confidence: 99%

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

Servilha

Delatti

2014

Audiol., Commun. Res.

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“…Equivalent sound pressure levels were elevated even in unoccupied classrooms. These facts point to inadequate planning regarding the acoustic comfort of classrooms 2,19 . The design of school buildings should prioritize adequate school acoustics, as prolonged exposure to noise can be harmful to health and have a negative impact on teaching and learning 2,8,23 .…”

Section: Resultsmentioning

confidence: 99%

“…Considering that the literature reports 65 dB as the vocal intensity of teachers in that setting 18,19 , the test was recorded and played back at 65dB. There are reports in the literature indicating that higher levels of vocal production cause symptoms of vocal fatigue, a burning sensation in the throat, vocal strain, and, over time, laryngeal alterations 8 .…”

Section: Discussionmentioning

confidence: 99%

“…Educational initiatives concerning the influence of noise on learning and its harmful effects on health, combined with measures to attenuate noise in the school setting are paramount to creating environments conducive to school health 2,19,27 . Practices such as attaching rubber caps to the ends of the classroom chair and desk legs, adequate fan maintenance, and locating the playground and recreational areas away from the classrooms, as well as educational measures, could contribute to the attenuation of ambient noise levels 2 .…”

Section: Discussionmentioning

confidence: 99%

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A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

et al. 2015

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Purpose: to investigate the relationship between the background noise level in classrooms and the auditory temporal ordering ability for verbal sounds. Methods: a descriptive cross-sectional study of a sample of 209 students aged seven to ten years. Noise assessment was performed in 13 classrooms at eight public schools in Belo Horizonte. The procedure was based on the measurement of the the acoustic parameter named equivalent sound pressure level considering empty and furnished classrooms, according to the standard American National Standards Institute (ANSI) S12.60. To assess auditory temporal ordering ability for verbal sounds on students, verbal sequential memory test. For statistical analysis, noise has been categorized by the median value and related to student achievement on the test. Results: with the test results, most students showed normal results and no difference was found related to sex and age. All classrooms had values above the recommended by international standards (ANSI S12.60 and Bulletin 93) and national (Brazilian Association of Technical Standards -NBR10152), which set up appropriate values. By relating the noise with student performance on the test, there were differences, with greater occurrence of changes in the students belonging to the noisiest rooms. Conclusion: the background noise level measured in classrooms are above of those permitted by the standards and there was no relationship between the background noise level in the classrooms and the level of difficulty in auditory temporal ordering ability.

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“…In addition to these sources of sound pollution, the teaching-learning activity itself is also related to the production of noise (3) . The presence of noise in classrooms is an important distractor (3,4) and may interfere negatively in the academic activities, which demand great concentration and attentive listening to the professor's speech (1,2,4,5) .…”

Section: Introductionmentioning

confidence: 99%

Níveis de pressão sonora em salas de aula de uma Universidade e seus efeitos em alunos e professores

Dias

Santos

Mariano

2019

CoDAS

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RESUMO Objetivo Mensurar os níveis de pressão sonora em salas de aula de uma Universidade, bem como verificar a autopercepção do ruído e sua influência nas atividades desempenhadas por alunos e professores universitários. Método Trata-se de um estudo realizado em dez salas de aula do Instituto de Ciências Biológicas e da Saúde da Pontifícia Universidade Católica de Minas Gerais. Participaram do estudo 279 alunos e 20 professores. Alunos e professores responderam a um questionário destinado ao levantamento de informações sobre a autopercepção do ruído nas salas de aula, seus impactos nas atividades acadêmicas e presença de sintomas associados à exposição ao ruído. Foi realizada também medição dos níveis de pressão sonora nas salas de aula, em pontos selecionados de acordo com o recomendado pela literatura e conforme consta na legislação. Resultados As salas de aula do turno da manhã apresentaram o maior nível de ruído. O primeiro andar apresenta maior nível de ruído mensurado, sendo classificado como o andar mais ruidoso. O ruído é percebido tanto por alunos quanto pelos professores como fator interferente nas atividades desempenhadas dentro das salas de aula, entretanto professores apresentam maior percepção da interferência do ruído em suas atividades que os alunos. Não foi observada ocorrência significativa de sintomas associados à exposição ao ruído. Conclusão O ruído está presente em todas as salas de aula com valores superiores ao preconizado pela legislação nacional. Este ruído é percebido por alunos e professores e interfere negativamente nas atividades de ensino-aprendizagem.

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Conforto acústico na percepção de escolares alfabetizados

Cited by 11 publications

References 14 publications

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

Percepção de ruído em sala de aula por estudantes universitários e suas consequências sobre a qualidade do aprendizado

A Influência do ruído na habilidade auditiva de ordenação temporal para sons verbais

Níveis de pressão sonora em salas de aula de uma Universidade e seus efeitos em alunos e professores

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