Cordless amplifying system in classrooms. A descriptive study of teachers' and students' opinions

Abstract

This study investigated one possible method to diminish teachers' vocal loading and, consequently, voice problems. Thirty-three teachers used electric sound amplification in teaching for at least 1 week. Both the teachers (33) and the students (791) reported their opinions of the amplification in a questionnaire. Ninety-seven percent of the teachers reported easier voice production, 82% found improved vocal endurance. The need for repetition also diminished. Eighty-four percent of the students found listening easier and 63% concentration better when amplification was used. The negative points reported both by teachers and students were technical problems (e.g. incorrect sound level or placement of the amplifier). Electrical amplification, thus, can be recommended in classroom use provided that the technical problems have been solved.