Evaluation of noise pollution and noise reduction training in a primary school

Research done on the brain and learning shows that high-level auditory stimuli in schools have a negative impact on the learning environment. This research was conducted in a primary school in the Osmangazi district of Bursa. In this school, training was carried out to reduce noise. The aim of the study is to evaluate the noise level in school and its causes with various dimensions. Noise measurements were made at different time intervals in the school. The collected data were compared with the noise limit values specified in the regulation. The sample of the study consists of the school principal, teachers and students. Voice measurement devices, observation forms, and interview forms were used as data collection tools. The collected data were analyzed by using the descriptive research method. The noise level was measured at 80.31 dB (A) during the break hours. It was found to be 68 dB (A) during the lecture hours. These findings are well above the class C acoustic performance limit value (39 dB). The measured noise values are threatening to auditory, physiological and psychological health. In the school environment where auditory comfort is so low, it is very difficult to expect efficiency from educational activities. As a result of educational activities against noise pollution in the school, it contributed to the stakeholders in the school to develop positive attitudes towards noise awareness and noise reduction. Observations regarding the acoustics of the school building revealed that no sound-absorbing acoustic material was used in any part of the school. Distorted lamps, distorted projection devices, loud melodic ringing, and noisy behaviors of students and teachers were identified as the main sources of noise in the school. The main themes derived from the analysis of the interviews with teachers and the school principal are: the causes of noise ', the effects of noise' and noise control '. There are sub-themes for each main theme. For example, the main theme of Causes of Noise consists of sub-themes consisting of 'in-school' and 'out-of-school' noise. The In-School Noises sub-theme was also conveyed through the subclasses of students 'noisy behaviors ', teachers' roles and their lack of common attitudes', 'the acoustic equipment of the school', noises that vary depending on the gender and age. The teachers who tried to train the curriculum wanted an education system that could be happier for the children, the efforts of teachers to suppress the voice with sound and did not show exemplary behaviors; The idea that parents are people who exhibit noisy behaviors, that children who spend time in front of the screen make noise in the school environment due to lack of stimulus, the change in noise intensity during breaks, rainy weather and winter are listed in the out-of-school noise classification. In the main theme of the effects of noise, it has been revealed that there are teachers who question their own behavior due to the noise and cannot make sense, teachers who get sick of their jobs and count the days left to retirement, teachers who experience noise-induced hearing loss and begin to use hearing devices, teachers who cannot do their jobs comfortably in their rooms and teachers who have communication problems in their home life. The most devastating effect of noise in the learning environment is that it creates a focus problem by lowering motivation among students and teachers. The school principal stated that he did not understand what was spoken of in his room due to the noise coming from the corridor even when the door was closed and that the school needed an acoustical improvement. As a result, the lack of acoustic measures in the school, the absence of any rules against noise behaviors in the school building and the lack of common awareness and culture in reducing noise are the most important causes of noise pollution in the school. Under the leadership of the Ministry of National Education, Provincial and District National Education directorates should be encouraged to carry out projects aimed at providing auditory comfort in the school.