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Acoustic treatment of school spaces and its impact on students and teachers. Users' self-assessment

机译：学校空间的声学处理及其对学生和教师的影响。 用户的自我评估

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The paper presents the latest research concerning the correlation between changes in the school building room acoustics and noticeable changes in the communication, behaviour and wellbeing of students and teachers. The primary school covered by the research is the second largest school of this type in Poland. There was a comprehensive acoustic intervention in 2018 as a part of a pilot study for Warsaw municipality preparing for systematic improvement of acoustics in capital schools. This case gave an excellent opportunity to assess the impact of changes in room acoustics on students' school performance, teachers' effort and wellbeing of both groups. The research used the Acoustic Change Feelings Scale (ACFS-T, ACFS-S: English acronym, SOZA-N, SOZA-U: Polish acronym) for teachers and students. The questions concerned wide range of scholar activity aspects: concentration, speed of work, level of task fulfillment and school achievements, short term memory capacity, fatigue, students behaviour during lessons and breaks, level of excitement and aggression or teachers' voice effort. 378 students, and 40 teachers were included in the study. Acoustic measurements were made (before and after acoustic treatment), including measurement of the equivalent sound level L_(Aeq), reverberation time T, speech transmission index STI and spatial decay of sound.
机译：本文提出了关于学校建筑室声学变化与学生和教师的沟通，行为和福祉变化之间的相关性的最新研究。研究所涵盖的小学是波兰第二大学的这一类型。 2018年是一项全面的声学干预措施，作为华沙市试验研究的一部分，准备资本学校的声学系统改善声学。这种情况给出了评估房间声学变化对学生学校表现，教师努力和两组福祉的影响。该研究使用了声音变化的感觉刻度（ACFS-T，ACFS-S：英语缩写，SOZA-N，SOZA-U：波兰首字母缩略词），用于教师和学生。这些问题涉及广泛的学者活动方面：集中，工作速度，任务履行水平和学校成就，短期记忆能力，疲劳，学生行为在课程和休息期间，兴奋和侵略层次或教师的语音努力。研究中有378名学生和40名教师。声学测量（在声学处理之前和之后），包括测量等效声级L_（AEQ），混响时间T，语音传输指标STI和空间衰减的声音。

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