Several studies and written reports over the last 40-50 years have shown the extent to which poor classroom acoustics impact negatively on children’s learning performance.
The research of Ross (1972) and Ross, Giolas & Carver (1973) presented, for the first time, powerful evidence of the effect of classroom conditions on speech intelligibility. When these research studies were undertaken, there were no articles available dealing with the behaviour of sound in a classroom and its impact on children and nothing on reverberation time and critical distance.