Classroom acoustics : differences between old and newly built state schools in Malta

Abstract

This study investigated the acoustic characteristics of some Maltese state kindergarten classrooms and their impact on the noise of the learning environment, with particular emphasis on the differences between newly built and older educational facilities. The main objectives of this research study were to determine whether current kindergarten classrooms in Malta adhere to international acoustic standards, such as those outlined by ANSI S12.60 and Building Bulletin 93 (BB93), and to assess the relationship between classroom design features and internal noise levels. To the researcher’s knowledge, scientific data related to kindergarten classroom acoustics in Malta have not been published to date. A quantitative cross-sectional research design was employed, incorporating acoustic measurements from 18 unoccupied classrooms across six state schools—two newly constructed or refurbished and four older buildings. Sound parameters including LAeq, LCpeak, C-A difference, and LAFMax were measured using a calibrated Cirrus CR:162C sound level meter. Additionally, classroom characteristics related to sound insulation—such as the presence of soft materials, air conditioning systems, carpeting, and double glazing—were observed and scored to evaluate their contribution to internal acoustic quality. Findings revealed that the majority of classrooms, particularly those in older schools, did not comply with international acoustic performance criteria for unoccupied learning environments. Older classrooms exhibited significantly higher average noise levels, while newer classrooms, although better performing, also failed to fully meet prescribed standards. The data also demonstrated a positive correlation between the presence of absorptive materials and improved acoustic outcomes, underscoring the influence of environmental design on classroom acoustics. This research contributes to the limited body of knowledge on classroom acoustics in Maltese schools and provides evidence-based recommendations for policymakers, architects, and educators to enhance the auditory environment of kindergarten classrooms. Ensuring acoustically supportive learning spaces is essential not only for compliance with international standards but also for promoting equitable and inclusive educational outcomes.