HUMSS STUDENTS’ NOISE PREFERENCES: OPTIMAL FOCUS FOR CLASSROOM

LEARNING

Juriel Barredo
Ann Salvador
Christian John Canoy
Daniela Denise Inventor
Dwight Bryan Batad
Erinn Dominique Depalubos
Grey Petiza
John Martial Pongyan
Johnjhe Patoc
Reverie Anjel Espiritu
Ronalyn Demafeliz

Senior Highschool
Bacolod City National Highschool

May 2023
 Chapter 1

INTRODUCTION

In an educational setting, the classroom environment plays a significant role in students'

ability to concentrate, engage, and effectively learn. One crucial factor that can impact the
classroom environment is noise. Noise levels in classrooms can originate from various sources,
such as outside traffic, construction activities, adjacent classrooms, or even within the classroom
itself. Excessive or distracting noise can disrupt students' concentration, impair information
processing, and hinder academic performance.

While the impact of noise on learning has been widely studied, the preferences of specific
student groups regarding noise levels have received less attention. This study focuses on the
HUMSS (Humanities and Social Sciences) students at Bacolod City National Highschool to
explore their noise preferences for optimal focus on classroom learning.

The HUMSS strand is known for its emphasis on critical thinking, analysis, and creative
expression. As such, it is crucial to create an environment that supports their unique learning
needs. Understanding their noise preferences can provide insights into how to design classrooms
that promote optimal concentration and engagement, ultimately enhancing their learning
outcomes.

Previous research on noise preferences in educational settings has primarily focused on

the general student population or specific age groups. However, it is essential to recognize that
noise preferences can vary depending on the academic program and individual learning styles.
By focusing specifically on HUMSS students, this study aims to address this gap in the literature
and gain a deeper understanding of their unique noise preferences.

The study will employ a mixed-methods approach, combining quantitative surveys and
qualitative interviews to gather comprehensive data. The quantitative surveys will assess
HUMSS students' preferences for different noise levels in the classroom, considering factors
such as ambient noise, background music, or silence. The qualitative interviews will delve
deeper into the students' experiences, perceptions, and rationale behind their noise preferences.
 The findings of this study will contribute to educational research and inform educational
institutions and policymakers about the specific noise preferences of HUMSS students. This
knowledge can be utilized to design learning environments that are conducive to their
concentration, engagement, and overall academic success. Implementing appropriate strategies to
meet the noise preferences of HUMSS students can enhance their learning experiences, promote
higher levels of cognitive functioning, and facilitate better academic performance.

Furthermore, the study's results can also serve as a foundation for further research,
allowing for a more comprehensive understanding of noise preferences across different academic
programs and student populations. Ultimately, the goal is to create learning environments that
cater to the unique needs of students, facilitating optimal focus on classroom learning and
fostering a positive educational experience.
Statement of the Problem

The study aims to explore the noise preferences of HUMSS (Humanities and Social
Sciences) Grade 12 students at Bacolod City National Highschool through quantitative
descriptive research, examining both optimal and worst sound preferences for classroom
learning. Specifically, the research seeks to address the following questions:

1. What are the preferred noise levels of HUMSS students in the classroom setting for optimal
focus on learning?
2. What are the least preferred noise levels or characteristics that hinder concentration and
academic performance for HUMSS students?
3. How do HUMSS students perceive and experience different noise levels during classroom
activities, both in terms of optimal sound and the worst sound scenarios?
4. Are there significant differences in preferred and least preferred noise levels based on gender,
age, or prior academic performance among HUMSS students?
5. How can the findings inform classroom design and educational practices to accommodate the
optimal noise preferences of HUMSS students and mitigate the impact of worst sound scenarios
on their learning experiences?
Research Objectives

The aim of this research is:

1. To describe the preferred noise levels of HUMSS (Humanities and Social Sciences) students
at Bacolod City National Highschool for optimal focus on classroom learning.
2. To identify the least preferred noise levels or characteristics that hinder concentration and
academic performance for HUMSS students.
3. To explore HUMSS students' perceptions and experiences regarding different noise levels
during classroom activities, considering both optimal sound and the worst sound scenarios.
4. To examine whether there are significant differences in preferred and least preferred noise
levels based on gender, age, or prior academic performance among HUMSS students.
5. To provide practical insights for classroom design and educational practices that accommodate
the optimal noise preferences of HUMSS students and mitigate the impact of worst sound
scenarios on their learning experiences.
Theoretical Background and Related Literature

The theoretical framework of attention and cognitive load provides a foundation for
understanding how noise can impact students' ability to focus and learn. According to cognitive
load theory, excessive noise can overload working memory capacity, leading to reduced
cognitive resources available for learning and comprehension.

Optimal Stimulation Theory suggests that individuals have an optimal level of

stimulation or arousal that facilitates performance. Noise preferences may vary among
individuals based on their optimal stimulation level. Some students may benefit from a quieter
environment, while others may require a certain level of background noise to achieve their
optimal focus.

A prospective study was conducted by Evans, G. W., Hygge, S., & Bullinger, M. (1995)
on children living under environmental stress to explore the effects of chronic noise exposure on
physiological responses, cognitive performance, and well-being. The findings emphasized the
negative impact of noise on attention and cognitive functioning, highlighting the importance of a
quiet environment for optimal learning outcomes.

Also, according to Shield, B. M., & Dockrell, J. E. (2008) investigated the effects of
environmental and classroom noise on the academic achievements of primary school children.
The study found that higher levels of noise were associated with lower academic performance,
underscoring the need for noise control strategies in educational settings.

Another study examined the impact of railway noise on reading comprehension and long-
term memory and Jahncke, H., Halin, N., Evardsson, M., & Ohrstrom, E. (2011) revealed that
exposure to noise impaired reading performance and memory recall, demonstrating the
detrimental effects of noise on cognitive processes relevant to learning.

Shield, B. M., & Greenland, E. (2018) conducted a literature review exploring the
association between noise and performance in the workplace. Although not specific to
educational settings, the review provided valuable insights into the impact of noise on cognitive
performance and productivity, which can be relevant to understanding the effects of noise on
classroom learning.
 These studies, along with the theoretical concepts of attention and cognitive load and
optimal stimulation theory, form the basis for understanding the impact of noise on students'
focus and learning outcomes. They offer insights into the design of classroom environments that
accommodate the noise preferences of HUMSS students and promote optimal concentration and
academic performance.

Scope and Limitations

The scope of this study focuses on Bacolod City National Highschool HUMSS
(Humanities and Social Sciences) Grade 12 students and their noise preferences for optimal
focus on classroom learning. The study will specifically examine the preferred noise levels,
including ambient noise, background music, and silence, as well as the least preferred noise
levels or characteristics that hinder concentration and academic performance among HUMSS
students. The study will employ a quantitative descriptive research design and incorporate actual
sounds for the students to listen to while answering the survey. The research aims to identify the
preferred sounds that enhance concentration and academic performance, as well as the sounds
that hinder their focus.

The study will utilize a survey questionnaire that includes audio samples of different types of
sounds, such as ambient noise, background music, and silence. By listening to these sounds,
students will provide their preferences and perceptions regarding the impact of each sound on
their concentration and learning experience.

Limitations may include but are not limited to:

The effectiveness of the survey's audio samples relies on the quality of the sound
recordings. Care will be taken to ensure that the audio samples are clear and representative of the
intended soundscape. However, limitations in audio quality or variations in listening devices may
impact the students' perception of the sounds.
Individual perceptions of sounds can vary, and the interpretation of sound preferences
may differ among students. Factors such as personal experiences, cultural background, and
individual sensitivities to sound may influence the students' preferences and responses.
 While efforts will be made to provide a controlled listening environment, external
distractions or noise during the survey administration may influence students' responses. It is
important to conduct the survey in a quiet and controlled setting to minimize potential external
influences.
The study is focused on the HUMSS student population at Bacolod City National
Highschool and may not be generalizable to other student populations or educational settings.
The findings should be interpreted within the specific context of the study.
The data collected through surveys rely on self-reporting, which may be subject to
response biases or inaccuracies. Students' perceptions of noise preferences and their actual
behavior in different noise conditions may not always align.
As a quantitative descriptive research, this study primarily focuses on describing noise
preferences and does not delve deeply into the underlying reasons or qualitative experiences
associated with these preferences. A more in-depth qualitative exploration may be needed to gain
a comprehensive understanding of students' perspectives.

Significance of the Study

The study's findings can inform educational institutions, administrators, and teachers
about the noise preferences of HUMSS students. Understanding students' optimal sound
preferences can aid in creating conducive learning environments that promote focus,
concentration, and academic performance. By incorporating students' preferences into classroom
design and management strategies, educators can enhance the learning experience for HUMSS
students.

The study's insights can assist teachers in developing instructional practices that align
with students' noise preferences. By incorporating appropriate noise levels or types of sounds
into classroom activities, educators can optimize students' engagement and attention during
lessons. This can lead to improved information processing, understanding, and retention of
academic content.

Recognizing that students may have different noise preferences can support the
implementation of personalized learning approaches. By acknowledging individual variations in
noise tolerance and preferences, educators can accommodate diverse student needs and provide
learning experiences that suit each student's optimal stimulation level. This personalized
approach can enhance student motivation, engagement, and overall learning outcomes.

The study can contribute to the development of effective noise management strategies
within educational settings. By understanding the noise preferences of HUMSS students,
administrators can implement noise control measures, such as acoustic treatments,
soundproofing, or the use of background music, to create an environment that minimizes
distractions and maximizes students' concentration and learning potential.

The study addresses a knowledge gap in the specific context of Bacolod City National
Highschool and its HUMSS student population. The findings can serve as a foundation for future
research on noise preferences and their impact on student learning outcomes in other educational
settings and student populations. This can contribute to the advancement of knowledge in the
field of educational psychology and inform evidence-based practices in education’s scholastic
achievement through programs that can be implemented.