Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/25777
- Title
- Classroom sound field amplification, listening and learning
- Author/Creator
-
Heeney, Michael Francis
- Institution
- University of Newcastle. Faculty of Education and Arts, School of Education
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- Sound field distribution is becoming increasingly known as a method to overcome problems associated with noise, distance, and reverberation in classrooms. No robust research on this intervention has been conducted in the New Zealand context. Changing pedagogies in the education of New Zealand children and young people have been observed particularly since the 1970’s, resulting in noisier classrooms (Wilson, 2000). Acoustic standards for New Zealand classrooms that were adopted in 2003 apply only to new or renovated classrooms, and not to the majority of existing classrooms (Ministry of Education, 2003a). This study investigated: (a) the efficacy of sound field distribution in 30 New Zealand classrooms from five schools and compared outcome measures with a representative control group; (b) the variations of benefit for groups from specific populations, in particular children from five different socio-economic backgrounds and those with histories of middle ear dysfunction; and (c) the effects on teachers who use this equipment. Data were collected from standardized objective measurement tools and from the teachers and students who were participating in the study. Results revealed that sound field distribution, with the equipment configuration of boom microphones and four speakers, can enhance the listening and learning environment resulting in significant positive benefits in raising the achievement levels of children and young people. These results were observed in listening comprehension, which has a flow-on effect on the overall scholastic achievement of all students. Evidence of improved outcomes in areas with a strong link to mastery of literacy were significant, in particular in the areas of phonologic skills, reading comprehension, and reading vocabulary. Results of the study strongly support the use of sound field distribution in all mainstream school settings irrespective of whether the children and young people belong to a particular ethnic group, have had a history of middle ear dysfunction, or attend schools of a particular socio-economic status. Classroom sound field distribution seemingly benefits all children and young people. As a result of the positive results of this study and given the stated goals for education by the New Zealand Ministry of Education (Ministry of Education, 2003b), sound field distribution needs to be considered at a policy level as an intervention to assist in reducing disparity and to improve learning outcomes for all young New Zealanders in mainstream school settings.
- Relation
- University of Newcastle Research Higher Degree Thesis
- Date
- 2007
- Keyword(s)
-
sound field amplification;
sound field distribution;
classroom;
listening;
learning;
listening comprehension;
middle ear dysfunction;
teacher benefits
- Resource Type
- thesis
- Rights
- Copyright 2007 Michael Francis Heeney
- Identifier
- http://hdl.handle.net/1959.13/25777
- Language
- eng
- Full Text
-
-
153 Visitors
248 Hits
53 Downloads
