Perceived impact of noise pollution on learner engagement during lessons in selected secondary schools in Lira City East

Abstract

The introduction of the first noise standards dates back to the early 1950s. In the 1960s and 1970s, numerous noise standards were introduced in many countries. The permissible noise level within the teaching learning environment ranges from 35 to80. However, several studies have implicated noise pollution as one of the factors contributing to poor performance in schools located in urban centres. Therefore, this study sought to assess the impact of noise pollution on learner engagement during lessons in secondary schools in Lira City East. The study adopted a cross-sectional survey design, which involved both quantitative and qualitative methods. The Integrating Sound Level Meter 2031A was used to record and measure the noise level at the study sites. Two hundred and ten (210) participants, comprising two administrators, eight teachers, and 200 students, were randomly selected to take part in the study. Playground noise emerged as the most frequently identified source of noise. Questionnaires, observation checklists, and interview guides were used to obtain data from the participants. The quantitative data obtained were analyzed through inferential and descriptive statistics. The findings revealed that noise intensities recorded in and around secondary school classrooms in Lira City East were significantly higher than the recommended level, thus disrupting daily activities. Furthermore, playground noise, construction work, loudspeakers, and classroom chatter were identified as the main sources of noise pollution. Correlational analysis revealed that there was a positive relationship between noise pollution and learners‟ engagement as high noise intensities significantly disrupted learners‟ concentration and attentiveness ( r = 0.091 and P 0.200, participation, and interaction ( r = -0.171and P =0‟015 during classroom activities. In conclusion, secondary schools in Lira City East are affected by a range of internal and external noise sources, resulting in elevated noise levels that significantly disrupt learner engagement during classroom activities. To address this challenge, there is a need for the establishment and enforcement of robust regulations on noise control within educational settings, including clearly defined penalties for non-compliance to maintain a conducive teaching and learning environment.

Keywords: Noise pollution,