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Effects of sound amplification on teachers' speech while teaching
V Jónsdottir1, L Rantala, A M Laukkanen
1Teachers' Training Department, University of Akureyri, Iceland. valdisj@ismennt.is
Logopedics, Phoniatrics, Vocology
|February 5, 2002
Summary
Electrical sound amplification can reduce vocal load for teachers experiencing voice problems. This study found that amplification lowered fundamental frequency and sound pressure level during classroom speech.
Area of Science:
- Speech-Language Pathology
- Occupational Health
- Acoustics
Background:
- Teachers frequently experience voice problems due to the demanding vocal load of their profession.
- Investigating methods to mitigate vocal strain is crucial for teacher well-being and career longevity.
Purpose of the Study:
- To evaluate the impact of electrical sound amplification on the vocal load of teachers during classroom instruction.
- To determine if amplification can reduce physiological vocal strain indicators.
Main Methods:
- Five Icelandic teachers (3 female, 2 male, mean age 51) participated in the study.
- Classroom speech was recorded under normal conditions and with electrical sound amplification using a head-mounted microphone.
- Measurements included average fundamental frequency (F0), sound pressure level (SPL), and phonation time.
Main Results:
- Amplification significantly decreased fundamental frequency (F0) for both females (8.6 Hz) and males (11.3 Hz).
- Sound pressure level (SPL) was reduced by approximately 1 dB for both genders.
- Phonation time showed no significant changes with amplification.
Conclusions:
- Electrical sound amplification appears to be an effective strategy for reducing vocal load in teachers.
- The findings suggest that amplification can help alleviate the physiological strain associated with demanding vocal tasks in educational settings.