Sound Field Amplification Boosts Speed of Academic Progress, Especially for Younger Students

Source: Rosenberg, A., Gegg, G., Blake-Rahter, Heavner, P., Allen, J., Redmond, L., Myers, B., Phillips, & Stigers, J. (1996). 1995) and the Annual Convention of the Florida Association of Speech-Language Pathologists and Audiologists. JOURNAL CIT Journal of Educational Audiology, 7(150), 8–28. https://files.eric.ed.gov/fulltext/ED463640.pdf

LEARN Brief and Infographic Credits: n/a

Overview: 

This study sponsored by the Florida State Department of Education demonstrates the significant impact of sound field amplification systems in improving classroom learning. Conducted over three years in 33 elementary schools, the research reveals students in amplified classrooms not only enhanced their listening skills, but also made faster academic progress compared to peers in unamplified settings, with younger students seeing the most improvement. This study was sponsored by the Florida State Department of Education and provided evidence of the positive effects of sound field amplification systems in classrooms. Conducted over a three year period the study involved over 2000 students in 33 elementary schools.

The final report includes a brief, but complete overview of the history of sound field amplification in schools, the methodology employed and the impacts on students and teachers. The key findings were as follows:

Key Insights:

“Analysis of observational data on 1,750 students indicated that students in amplified classrooms demonstrated significant improvement in listening and learning behaviors and skills, and progressed at a faster rate than their grade-alike peers in unamplified classrooms, and that younger students demonstrated the greatest improvement.”

Action Steps:

Advocacy for improving classroom acoustics as an investment in better student outcomes. This research underscores the compelling case for educators to consider sound technology as an essential tool to boost student engagement and learning outcomes.

Full Study: https://files.eric.ed.gov/fulltext/ED463640.pdf