Original Research

Knowledge and attitudes of teachers regarding the impact of classroom acoustics on speech perception and learning

Lebogang Ramma
South African Journal of Communication Disorders | Vol 56, No 1 | a191 | DOI: https://doi.org/10.4102/sajcd.v56i1.191 | © 2019 Lebogang Ramma | This work is licensed under CC Attribution 4.0
Submitted: 07 October 2016 | Published: 31 December 2009

About the author(s)

Lebogang Ramma, University of Cape Town, South Africa

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This study investigated the knowledge and attitude of primary school teachers regarding the impact of poor classroom acoustics on learners’ speech perception and learning in class. Classrooms with excessive background noise and reflective surfaces could be a barrier to learning, and it is important that teachers are aware of this. There is currently limited research data about teachers’ knowledge regarding the topic of classroom acoustics. Seventy teachers from three Johannesburg primary schools participated in this study. A survey by way of structured self-administered questionnaire was the primary data collection method. The findings of this study showed that most of the participants in this study did not have adequate knowledge of classroom acoustics. Most of the participants were also unaware of the impact that classrooms with poor acoustic environments can have on speech perception and learning. These results are discussed in relation to the practical implication of empowering teachers to manage the acoustic environment of their classrooms, limitations of the study as well as implications for future research.


classroom acoustics; background noise; reverberation; teacher's voice


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