Hearing and Listening Difficulties in High Schools and Universities: The Results of an Exploratory Survey of a Large Number of Students and Teachers in the Friuli-Venezia Giulia and Umbria Regions, Italy.

IF 2.1 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
Valeria Gambacorta, Davide Stivalini, Niccolò Granieri, Raffaella Marchi, Alessia Fabbri, Pasquale Viola, Alessia Astorina, Ambra Fastelli, Giampietro Ricci, Eva Orzan
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Abstract

Background/objectives: with the aim of describing how students and their teachers perceive and define their hearing and auditory experience in the classroom, we present the results of a questionnaire that examined the listening challenges faced by students and teachers at the University of Perugia and in four secondary schools in Friuli-Venezia Giulia, Italy.

Methods: A survey was developed as part of the A.Ba.Co. project (Overcoming Communication Barriers). Closed or open-ended questions were used to analyze the responses of students and teachers regarding diagnosed or only perceived hearing difficulties in daily life and the quality of listening in school classes.

Results: Hearing difficulties, either clinically diagnosed or only perceived, were reported by 8-9% of students. Between teachers, the reported hearing difficulties were 27.1% in high school and 12% at university (p < 0.001). The most frequent reason for less-than-optimal ease of listening in class differed between the two educational levels; 45.8% of high school students blamed it on the noise in the room compared to 18.2% of university students (p < 0.001). Inversely, 40.9% of university students connected listening difficulty with their place in class compared to 9.5% (101/1065) of high school students (p < 0.001).

Conclusions: Although the minimum acoustic requirements for educational facilities have been established by the UNI 11532-2 standard, it is speculated that the majority of high school and university classrooms in Italy do not meet optimal listening conditions. Furthermore, the reasons for students' poor listening quality appear to not be fully understood, neither by students nor by teachers. In addition to the need for greater attention to physical learning spaces (advocating the universal design principles), effective change will also need to involve a greater awareness of what the barriers to listening are and how much they influence both teaching and learning quality and effectiveness.

高中和大学的听力和听力困难:对意大利弗留利-威尼斯朱利亚和翁布里亚地区大量学生和教师的探索性调查结果
背景/目的:为了描述学生和他们的老师如何感知和定义他们在课堂上的听力和听觉体验,我们提出了一份调查问卷的结果,该问卷调查了佩鲁贾大学和意大利弗鲁利-威尼斯朱利亚的四所中学的学生和老师所面临的听力挑战。方法:作为a.ba公司的一部分,开展了一项调查。项目(克服沟通障碍)。使用封闭式或开放式问题来分析学生和教师对日常生活中诊断或仅感知的听力困难和学校课堂听力质量的反应。结果:8-9%的学生报告了听力障碍,无论是临床诊断的还是仅仅感知的。在教师中,高中教师报告的听力障碍比例为27.1%,大学教师报告的听力障碍比例为12% (p < 0.001)。两种教育水平的学生在课堂上听力难易程度不理想的最常见原因不同;45.8%的高中生将其归咎于室内噪音,而大学生的这一比例为18.2% (p < 0.001)。相反,40.9%的大学生将听力困难与课堂成绩联系起来,而高中生的这一比例为9.5% (101/1065)(p < 0.001)。结论:尽管UNI 11532-2标准规定了教育设施的最低声学要求,但据推测,意大利大多数高中和大学教室并没有达到最佳听力条件。此外,学生和老师似乎都没有完全理解学生听力质量差的原因。除了需要更多地关注物理学习空间(倡导通用设计原则)之外,有效的变革还需要更多地认识到阻碍倾听的障碍是什么,以及这些障碍对教学质量和效果的影响有多大。
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来源期刊
Audiology Research
Audiology Research AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-
CiteScore
2.30
自引率
23.50%
发文量
56
审稿时长
11 weeks
期刊介绍: The mission of Audiology Research is to publish contemporary, ethical, clinically relevant scientific researches related to the basic science and clinical aspects of the auditory and vestibular system and diseases of the ear that can be used by clinicians, scientists and specialists to improve understanding and treatment of patients with audiological and neurotological disorders.
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