THE IMPACT OF NOISE LEVEL ON STUDENT’S

ACADEMIC PERFORMANCE
Arguelies Street, San Francisco, Panabo City

A Case Study
Presented to
The Faculty of UM Panabo College
Panabo City

In Partial Fulfillment
Of the Requirements for the Course
English for Academic and Professional Purposes for Senior High School
(ENG3s)

NAME OF MEMBERS:

RonalynToledano
YushikiBasco
JahnMyrille Catalan
FloredemLaurente
NestleahLeyma
 Tiffany Shane Lintapan
SEPTEMBER 2019

Chapter 1

THE PROBLEM AND ITS SETTING

Background of the study

It is seldom to find a room that is quiet and peaceful, that had a quiet and well

behave etiquette. As you observe in every classroom one of the natures of the students

is being noisy and that will make our teacher’s head explode, why? Because students

can’t live without talking or blabbering like a chatterbox that make our mouth useful. To

release the power to talk they behave as a machinegun like they’re in a middle of a war.

Their words act as a bullet that leaves marks in our mind (Catalan et al., 2019)

In an academic performance of the student, one must know the significance of

learning in a quiet and comfortable environment, to concentrate, and enhance learning

skills. Noise, also known as disturbance is one of the factor affecting the academic

performance of the student. It is an unwanted sound judged to be unpleasant, loud or

disruptive to hearing. Noise is increasingly becoming a problem in schools and affects

the audibility of speech.

According to Dr. Victor de Andrade, an audiologist and lecturer in the department

of Speech Pathology and Audiology in the School of Human and Community

Development at Wits University, noise in classroom is a barrier to effective learning

because of poor acoustics or audibility. “These classrooms are not necessarily the
quietest place. The learners need good acoustics to be able to learn. The message

could be great, the teachers could be incredible, but if the acoustics are shocking, it

puts the learners at a disadvantage because they can’t hear,” says De Andrade.

The audibility of speech is dramatically reduced in noise, especially for children

who do not have the context of certain words and are not able to make up the meaning,

and who do not have a solid vocabulary at their disposal. In a classroom where they are

learning new information, that word that the child has missed could be crucial to the rest

of the conversation. Background noise exceeds the level of the speech. It makes it

difficult to hear even familiar words. Sometimes children miss out on certain frequencies

of sound and they have difficulties following what is being said in the lesson (De

Andrade, 2016).

The noise in a classroom is made up of external noise which is transmitted

through the building envelope, plus internally generated noise, so that children in school

may be exposed to noise from a wide variety of sources. External noise is likely to

consist of a range of environmental noise including noise from a transportation sources,

industrial noise, plant noise and the noise of people outside the school. An additional

source of noise which is reputed to cause significant disturbance to teaching is the

noise of rain falling on lightweight school roofs (Department of Education and skills,

2015).

According to a survey in 2015 by Shield and Dockrell of noise sources outside

schools in London found that the predominant sources were cars (outside 86% of

schools), aircraft (54%), lorries (35%), and buses (24%), with 11% of schools exposed

to railway noise. This distribution of sources agrees closely with the occurrence of
sources recorded outside dwellings around the UK during the 2015/2016 National Noise

Incidence Surveys (NNIS). For example NNIS found 87% of dwellings exposed to road

traffic noise, and 12% of dwellings exposed to railway noise. It can therefore be

assumed that these figures are likely to reflect the typical noise exposure of schools in

industrial societies (Bridget & Shield, 2017).

Studies of annoyance caused by noise heard in schools by Dockrell et al suggest

that certain occasional noise events such as overflying aircrafts, cars and buses may

affect children and teachers disproportionately to their contribution to the overall noise

environment of schools.

In addition to external noise transmitted to a building façade to a classroom,

noise inside a classroom may include noise from teaching equipment (computers,

projectors and so on), noise from building services in the classroom, and noise

transmitted through the walls, floor and ceiling from other parts of the school. However,

in a survey of 140 primary school classrooms, found that the dominant source of noise

in a primary school classroom is the noise generated by the pupils themselves as they

take part in arrange of classroom activities (Bridget & Shield, 2017).

In accordance to local research in Davao City, noise is important because all

people are exposed to it and are, therefore vulnerable to its harmful effects. Noise

intensities in elementary, secondary and tertiary campuses along the streets of Davao

City and assessed their effects on the academic activities of the learners. It also

determined whether the noise goes beyond the acceptable level for o working

environment and whether the learners are affected by the noise related disturbances

and annoyances (Capricho et al, 2015).

 The purpose of this study aims to examine the noise level of disturbance

affecting the academic performance of students, in accordance to time, gender, age and

their main motivators. This study will help to establish whether the students are on par

with their peers in all parts of the country in the acquisition of their academic

performance.

Statement of the Problem

This study aims to detemine the impacts of noise level on students on their

academic performance.

1. To identify the distribution of the respondents in terms of their gender and age.

2. To examine the relationship between noise level and academic performance of

student.

3. To determine the noise disturbance on academic performance of students.

Hypothesis

The following null hypothesis were tested at 0.5 level of confidence:

1. There is no significant difference between noise level in terms of gender and age.

2. There is a significant relationship between noise level and academic

performance of the students.

3. There is no significant difference to determine the noise disturbance on academic

performance of students.
Significance of the Study

This research was made for the intention of providing benefits to a specific group.

This study was significant for the purpose that the parents, teachers, students

and the researchers will get some benefits from it.

Teacher.This will help the teachers to be aware of noise disturbance during class

hours.

Students. This will help the students reduce unnecessary noise during their

classes.

Researchers.The future researchers will benefit from these studies and will

provide them the facts needed to compare their study during their time.

Definition of Terms

The following terms are defined operationally for better understanding of the study.

Academic performance.is the measurements of student’sachievement across

various academic subjects. In this paper Academic performance used by the teachers

to measure their academic status (Ballotpedian, nd).

Noise.Unwanted sound judged to be unpleasant, loud that causes disturbance to

hearing.

Noise level.Classroom background noise can arise from several possible

sources, including external noise, internal noise and room noise.

Theoretical Framework

Hannah 2013 stated in his study The Effect of Classroom Environment on

Student Learning that the classroom is a place where the students gain more

knowledge and it is the place they discover what they wanted to become in the future.

Classroom is also an important place where students/children grow and learn many

things in their life. He also stated that in order for classroom to be effective precaution

should be taken to make sure that the learning environment is the one helps the

students thrive and if not approached correctly, the students will be the one who’s really

affected.

Falsario 2014 stated in his study Classroom Climate and Academic Performance

of Education Students that the Classroom Environment is very an important tool for

students. Academic Achievement; a classroom that has a positive outlook are the best

for students to be more productive in their school performances. Schools that have

positive out looking classrooms can help students to be more comfortable, stable, feel

safe, and can meet their basic needs of physical and mental health rather than a

negative out looking classrooms that can make them feel uncomfortable feeling,can’t

focus in their activities and feel triggered.

Conceptual Framework

Classroom Environment is the Independent Variable while the Academic

Performance is the Dependent one. The relationship of the two is that, if the Classroom

Environment is not effective or does not produce effectiveness, it may affect the
students’ performances inside the classroom and make the children/students learn

nothing or they will not gain enough and more knowledge.

Independent Variable Dependent Variable

Classroom Academic
Environment Performance

Figure1. Conceptual Framework of the Study

 CHAPTER 2

REVIEW RELATED LITERATURE

Several mass communications mean, such as newspaper, magazines,have

published in their article’s discussions and approaches about the disorders provoked by

the noise on the people who are daily in contact with noise. Most interestingly is that we

don’t even notice that we live with moderate noise daily and that it becomes our body’s

enemy. We can realize that even during pleasure activities we are exposed to strong

intensities of noise and that people assume passive posture, seeming not to be aware

of its harmful effects and to avoid it.Gelani& Costa Filbo, (1991).Gerges (1991)

affirmed that sound and noise are the same physic phenomenon, although they are not

synonyms. A noise is just a type of sound, but a sound is not necessarily a noise. Under

the psycho - acoustic of view, a noise would be an unpleasant sensation triggered by

(ace) the reception of acoustic energy.

Much of the research evidence relating to the physical learning environment of

schools is inconclusive, contradictory or incomplete. Nevertheless, within this confusing

area, research from a number of disciplines, using a range of methodologies, points to

the negative impact of noise on students’ learning. In this paper, drawing on our

systematic review of learning environments we review the weight of evidence in relation

to noise, considering what implications, the results of these studies have for the design

and use of learning spaces in schools. We make four key points.

 First, that noise over a given level does appear to have negative impact on

learning. Secondly, that beneath these levels noise may or may not be problematic,

depending on the social, cultural and pedagogical expectations of the students

andteachers. Thirdly, we argue that when noise is deemed to be a difficulty, this finding

cannot simply be translated into design prescriptions. The reasons for this

indeterminacy include differing understandings of the routes through which noise

produces learning deficits, as well as relationshipsbetween noise and other elements of

the environment, particularly the impacts of physical solutions to noise problems.

Finally, we suggest that solutions to noise problems will not be produced by

viewing noise in isolation, or even as part of the physical environment, but through

participatory approaches to understanding and adapting the structure, and use of

learning spaces in schools.

Sound, music or noise trigger pleasant or unpleasant sensation is an individual

and, therefore, some researches interested in the psycho – physic aspects developed

studies to evaluate the existing correlation between noise, mood and irritability

Lundquist et al., (2003) According to Bentlex (2000), what interferes the most in a

classroom is the signal to noise ratio (SNR). The most positive it is, the better the

listening situation offered to the students will be. The closer to zero or negative it is, the

worse will be the situation for the students to understand the teacher’s speech.
 CHAPTER 3

ABRIDGE METHODOLOGY

Research Design

This research will employ a quantitative method. The research used emphasize

objective measurements and the statistical, mathematical, or numerical analysis of data

collected through polls, questionnaires, and surveys, or by manipulating pre-existing

statistical data using computational techniques. Quantitative research focuses on

gathering numerical data and generalizing it across groups of people or to explain a

particular phenomenon ( Babbie, 2010).

Research Subject

In the University of Mindanao there are 10 respondents in every section in Grade

11. In our survey questionnaire and the result come up with different opinions and views

about our topic.

Research Instrument

Data collection instruments refer to devices used to collect data such as

questionnaires, tests, structured interview schedules and checklists (Seaman 1991:42).

Polit and Hungler (1997:466) define a questionnaire as “a method of gathering

information from respondents about attitudes, knowledge, beliefs and feelings”. The
questionnaire was designed to gather information about adolescent mothers’

knowledge, attitudes and beliefs regarding contraceptives.

Data Gathering Procedure

The first step before going to the testing proper is to make a request letter. Upon

approval, the researcher retrieves the request letter. The Principal, as well as class

adviser and other faculty members were selected in the Administration. In administering

the questionnaire, the researcher was use the time allotted for vacant to avoid

distractions of class discussions. The student responses were given enough time to

answer the question. After the data gathering, the researcher now collected it for tallying

the scores and to apply the statistical treatment to be used with the study.
Timeline

Noise level
6

5
Number of respondents

3 low
medium
2
high
1

0
Number of noise in Noise in other Noise in External noise
students classrooms equipments

This chart shows the effects of noise pollution outside and inside the classroom.
 ACKNOWLEDGEMENT

This research was supported/partially supported by Ma’am YaoshaMoya, We

thank our colleagues from UM Panabo College who provided insight and expertise that

greatly assisted the Concept Paper although they may not agree with all of the

interpretations/conclusions of this paper.

We would also like to show our gratitude to my group mates for sharing their

pearls of wisdom with us during the course of this Concept paper, and we thank 3

“anonymous” reviewers for their so-called insights. We are also immensely grateful to

for their comments on an earlier version of the manuscript, although any errors are our

own and should not tarnish the reputations of these esteemed persons.

The success and final outcome of this project required a lot of guidance and

assistance form many people and I am extremely privileged to have got this all along

the completion of my project. All that I have done is only due to such supervision and

assistance and I would not forget to thank them.