A Scoping Review of the Effect of Classroom Acoustic Conditions on Primary School Children’s Numeracy Performance and Listening Comprehension

Abstract

Obtaining adequate numeracy skills and listening comprehension skills at primary school are vital for children’s future success. However, classrooms are often noisy and reverberant which may interfere with learning these skills. Two scoping reviews were conducted to synthesise research assessing the effect of different classroom acoustic conditions on (1) children’s numeracy performance and (2) children’s listening comprehension and to identify areas for future research. The PRISMA-ScR protocol was used for these scoping reviews. A comprehensive search of four online databases was conducted in September 2021 using the search term classroom AND (noise OR reverberation OR acoustics) AND (numeracy OR math* OR arithmetic) for the first scoping review, and in May 2022 using the search term classroom AND (acoustic* OR noise OR reverb*) AND ("listening comprehension" OR "auditory comprehension" OR "spoken language comprehension" OR "speech comprehension”) for the second scoping review. The effect of the acoustic conditions on children’s numeracy was varied with most studies showing a negative or no effect of noise, but two showed a positive effect. Therefore, future research is needed to better understand the effect of different classroom acoustic conditions on children’s numeracy performance. For listening comprehension overall, signal-to-noise ratios below + 10 dB mostly had a negative effect on children’s listening comprehension compared to quiet conditions; however, variables such as the noise type, signal-to-noise ratio tested, the listening comprehension domain examined, the population studied, and the voice used for the stimuli affected this. Future research avenues to better understand these effects are proposed.