İlkokulda gürültü kirliliğinin düzeyi, etkileri ve kontrol edilmesine yönelik yapılan çalışmaların değerlendirilmesi
Date
2020-11-20
Authors
Göçmen, Nejla Mutlu
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Okulda gürültü kirliliği, okul iklimini, etkili ve sağlıklı bir eğitim-öğretim ortamını ve uzun vadede fiziksel, fizyolojik ve psikolojik sağlığı olumsuz etkileyen bir problemdir. Bu problemin çözümüne yönelik bir adım atabilmek için araştırmada, ilkokulda gürültü kirliliğinin düzeyi ve etkilerinin incelenerek gürültünün kontrol edilebilmesine yönelik okullarda yapılan çalışmaların değerlendirilmesi amaçlanmıştır. Araştırmanın örneklemini Bursa Nilüfer ilçesinde bulunan bir devlet okulu ve bir özel okul ve bu okullarda görev yapan toplam 63 öğretmen ile öğrenim gören 432 öğrenci oluşturmaktadır. Araştırma için gerekli veriler, Brüel & Kjær 2250-L gürültü ölçüm cihazı, öğretmen anketi, öğrenci anketi, öğretmen görüşme formu, öğrenci görüşme formu, okul gözlem formu ile toplanmıştır. Elde edilen verilerin analizinde ve yorumlanmasında nicel ve nitel araştırma yöntemlerinin birlikte kullanıldığı karma yöntem kullanılmıştır. Nitel verilerin analizinde içerik analizi kullanılmıştır. Nicel verilerin analizinde ise frekans, ortalama, standart sapma ve karşılaştırmalı analizler için paired sample t-test kullanılmıştır. Gürültü haritalarının oluşturulmasında NoiseAtWork programından yardım alınmıştır. Elde edilen bulgulara göre şu sonuçlara ulaşılmıştır: Okulların bazı bölümlerinde alınan ölçümler sonucunda; özel ilkokulda ders esnasında sınıfların ortalama gürültü düzeyi 66.83dB(A), ders esnasında koridorlarda 55.89dB(A), teneffüste sınıfta 82.32dB(A), teneffüste koridorda 81.57dB(A), teneffüste bahçede 66.25 dB(A), yemekhanede yemek yenilirken 86.25 dB(A), spor salonunda ders yapılırken 85.23 dB(A) olarak ölçülmüştür. Devlet ilkokulunda yapılan ölçümlerde; ders esnasında okul bahçesindeki gürültü düzeyinin ortalama değeri 61.789dB(A), koridordaki gürültü düzeyinin ortalama değeri 58.30dB(A), sınıfların ortalama gürültü düzeyi 66.67dB(A); teneffüs esnasında okul bahçesindeki gürültü düzeyinin ortalama değeri 75.33dB(A), koridorlardaki gürültü düzeyinin ortalama değeri 82.67dB(A), kantindeki gürültü düzeyinin ortalama değeri 75.12dB(A), yemekhanedeki gürültü düzeyinin ortalama değeri 85.72dB(A), öğretmenler odasındaki gürültü düzeyinin ortalama değeri 75.82dB(A) olarak ölçülmüştür. Ayrıca özel ilkokulda sınıf içi çınlama değeri 1.37s, koridor çınlama değeri 5.67s ve yemekhane çınlama değeri 5.15s; devlet okulunda ise sınıf içi çınlama değeri 4.14s, koridor çınlama değeri 5.55s ve kantin çınlama değeri 4.55s'dir. Ölçülen bu değerlerin Binaların Gürültüye Kaşı Korunması Hakkında Yönetmelik (2017) ile belirlenen sınır değerlerin çok üzerinde olduğu görülmektedir. Okulda gürültü kirliliğini kontrol etmeye yönelik yapılan çalışmalar sonrasında, okulların belirli bölümlerindeki gürültü düzeylerinde yaklaşık 3dB(A) ile 17dB(A) arasında azalmalar olduğu görülmüştür. Ancak gürültü düzeyinde azalmalar olsa da gürültü düzeyi hala sınır değerlerin çok üzerindedir. Sınıf öğretmenleri, okullarının genel gürültü düzeyinin orta düzeyde olduğuna yönelik görüşlerini belirtirken çalışmalar sonrasında gürültü düzeyinin yüksek olduğunu belirtmişlerdir. Öğretmenler sınıflarının akustik ortamını iyi olarak değerlendirirken çalışmalar sonrasında orta derecede olduğunu belirtmişlerdir. Öğretmenler, teneffüs saatlerinde okul içi gürültü düzeyini yüksek; okula öğrenci giriş-çıkışı, yemekhane veya kantindeki gürültü düzeyini yüksek düzeyde olduğunu belirtirken çalışmalar sonrasında çok yüksek olduğunu belirtmişlerdir. Öğrenciler okullarının genel gürültü düzeyini yüksek olarak belirtirken çalışmalar sonrasında çok yüksek olduğunu ifade etmişlerdir. Ders sırasında sınıflarının gürültü düzeyinin orta düzey, teneffüs saatlerinde okul içi gürültü düzeyinin çok yüksek, okul yemekhanesi, kantini, öğrencilerin okula giriş-çıkışında meydana gelen gürültü düzeyinin yüksek, okullarının bulunduğu yerin gürültü düzeyinin yüksek olduğunu katılım düzey ortalamaları artarak ifade etmişlerdir. Bunlara ek olarak hem öğretmenler hem de öğrenciler gürültü kaynağı olan davranışlardan rahatsız olmaktadır. Öğretmenler, maruz kaldıkları gürültünün fiziksel, fizyolojik ve psikolojik sağlıklarını olumsuz etkilediğini ve baş ağrısı, dikkat dağınıklığı, sinir yorgunluğu, kulak çınlaması, isteksizlik, mutsuzluk, halsizlik, sıkılma, depresyon, işitme kaybı gibi sağlık sorunları yaşadıklarını ifade etmişlerdir. Okullarda yapılan gözlem sonucunda okulların fiziki yapısının ve akustik tasarımlarının ses yutucu özelliğe sahip olmadığı gibi sesi yansıtıcı özelliğe sahip olduğu ve sağlıklı bir eğitim-öğretim ortamı oluşturabilmek için uygun olmadığı sonucuna varılmıştır. Öğretmen görüşlerine göre gürültü kirliliğinin kontrol edilmesine yönelik yapılan çalışmaların öğrencilerde farkındalık oluşturduğunu, bilinç seviyelerini arttırdığını, zil sesi ve anonslarda düzenlemeler yapıldığını, ses tonlarını ayarlamada olumlu etkisi olduğunu, okuldaki gürültü durumuna bakış açılarının değiştiğini, gürültüye karşı duyarlılık kazandıkları yönünde söylemler geliştirmişlerdir. Öğrenciler ise yapılan çalışmaların etkilerine ilişkin biraz etkisi olduğunu, bağırma, çığlık atma davranışlarının azaldığını, evdeki davranışlarına yansımalar olduğunu ifade ederken; çalışmaların gürültüye hiç etkisi olmadığını ifade eden bir öğrenci de bulunmaktadır. Araştırmanın sonunda okulda mevcut gürültü kirliliğinin kontrol edilebilmesi için eğitim çalışmalarının uzun dönemli olması ve süreklilik göstermesinin yanında okul binalarında akustik tasarım önlemlerinin alınması önerilmektedir.
Noise pollution at school is a problem that negatively affects school climate, an effective and healthy educational environment, as well asone‟s physical, physiological and psychological health in the long term. For the purpose of taking a step towards solving this problem, this present study aims to analyse the level and effects of noise pollution at primary school and to assess the studies on noise control at school. The sample of this study consisted of a state school and a private school located in the district of Nilüfer, city of Bursa, in Turkey as well as 63 teachers who serve in these schools and 432 students who study there. The data required for this study were collected with the Brüel & Kjær 2250-L noise measurement instrument, a survey for teachers, a survey for students, teacher interview form, student interview form and school observation form. The analysis and interpretation of the data collected were performed based on the mixed method, which involves the use of quantitative and qualitative research methods. Content analysis was used in the analysis of the qualitative data. As for the analysis of the quantitative data, frequency, average, standard deviation as well as paired sample t-test for comparative analyses were used. This study further benefited from Noise At Work software to create noise maps. The findings from the measurement obtained from some parts of the schools showed that the average noise level of the classrooms was 66.83dB(A) during the lecture; that the average noise level in the corridor was 55.89dB(A); the classrooms, the corridors and the school yard was 82.32dB(A), 81.57 dB(A) and 66.25 dB(A), respectively during the break; that the average noise level in the cafeteria and in the gyms was 86.25dB(A) and 85.23dB(A), respectively. On the other hand, the findings from the measurement obtained from the state schools showed that the average noise level in the school yard was 61.789dB(A) during the lecture; that the average noise level in the corridor was 58.30dB(A); that the average noise level of the classrooms was 66.67dB(A); that the average noise level in the school yard, the corridors and the canteen was 75.33dB(A), 82.67dB(A) and 75.12dB(A), respectively, during the break; that the average noise level in the cafeteria and in the teachers‟ room was 85.72dB(A) and 75.82dB(A), respectively. Also, the resonance level in the classrooms, the corridors and the cafeteriaat the private primary schools were 1.37s, 5.67s and 5.15s, respectively whilst the resonance level in the classrooms, the corridors and the cafeteria at the state primary schools were 4.14s, 5.55s and 4.55s, respectively. Notably, these measured values are far above the limits set by the Regulation on the Protection of Buildings Against Noise (2017). Efforts were made to control the noise pollution at school, resulting in reduction in noise levels in certain parts of the schools from about 3dB(A) to 17dB(A). However, even though there was a decrease in noise level, the level was still far above the limits. The class teachers expressed that the overall noise level at the schools was moderate; yet, this study revealed that the noise level was high. Moreover, the teachers found that the acoustic environment of their classrooms was good, but the findings of this study pointed out that it was moderate. Similarly, the teachers stated that the noise level inside the school was high during the break and that the noise level during the entry and exit of the students, in the cafeteria or in the canteen was high; on the other hand, this study found that the noise level in these parts was very high. The students expressed that the overall noise level at the schools was high, which was found very high based on the findings of this study. With the average of their levels of agreement with the statements increasing, the students found the noise level in the classrooms during the lecture moderate, that at the schools during the break very high, that in the school cafeteria, canteen, during the entry and exit of the students high, and that in the school environment high. Besides, both the teachers and the students disturbed the behaviours which cause noise. The teachers stated that the noise they are exposed to affects their physical, physiological and psychological health negatively and they suffer from headache, distraction, nervous fatigue, tinnitus, unwillingness, unhappiness, weakness, boredom, depression, as well as hearing loss. The observations made in the schools on their physical structure and acoustic designs emphasized that they are sound-reflective, rather than soundabsorbing and they are not suitable for proper education. Based on the teacher opinions, efforts to control noise pollution raised awareness among the students, enhanced their awareness levels, made adjustments to the school bell and announcements, had a positive impact on the students for adjusting their tones, changed their perspective on the noise at the school and enabled them to become aware on noise in general. The students expressed that these efforts were slightly effective, that their screaming and yelling decreased, and that their behaviours at home also changed. On the other hand, one student stated that these efforts on noise were not effective at all. This study suggests that training efforts to control existing noise pollution at school should be long-term and consistent and that proper acoustic design practices need to be implemented on school buildings.
Noise pollution at school is a problem that negatively affects school climate, an effective and healthy educational environment, as well asone‟s physical, physiological and psychological health in the long term. For the purpose of taking a step towards solving this problem, this present study aims to analyse the level and effects of noise pollution at primary school and to assess the studies on noise control at school. The sample of this study consisted of a state school and a private school located in the district of Nilüfer, city of Bursa, in Turkey as well as 63 teachers who serve in these schools and 432 students who study there. The data required for this study were collected with the Brüel & Kjær 2250-L noise measurement instrument, a survey for teachers, a survey for students, teacher interview form, student interview form and school observation form. The analysis and interpretation of the data collected were performed based on the mixed method, which involves the use of quantitative and qualitative research methods. Content analysis was used in the analysis of the qualitative data. As for the analysis of the quantitative data, frequency, average, standard deviation as well as paired sample t-test for comparative analyses were used. This study further benefited from Noise At Work software to create noise maps. The findings from the measurement obtained from some parts of the schools showed that the average noise level of the classrooms was 66.83dB(A) during the lecture; that the average noise level in the corridor was 55.89dB(A); the classrooms, the corridors and the school yard was 82.32dB(A), 81.57 dB(A) and 66.25 dB(A), respectively during the break; that the average noise level in the cafeteria and in the gyms was 86.25dB(A) and 85.23dB(A), respectively. On the other hand, the findings from the measurement obtained from the state schools showed that the average noise level in the school yard was 61.789dB(A) during the lecture; that the average noise level in the corridor was 58.30dB(A); that the average noise level of the classrooms was 66.67dB(A); that the average noise level in the school yard, the corridors and the canteen was 75.33dB(A), 82.67dB(A) and 75.12dB(A), respectively, during the break; that the average noise level in the cafeteria and in the teachers‟ room was 85.72dB(A) and 75.82dB(A), respectively. Also, the resonance level in the classrooms, the corridors and the cafeteriaat the private primary schools were 1.37s, 5.67s and 5.15s, respectively whilst the resonance level in the classrooms, the corridors and the cafeteria at the state primary schools were 4.14s, 5.55s and 4.55s, respectively. Notably, these measured values are far above the limits set by the Regulation on the Protection of Buildings Against Noise (2017). Efforts were made to control the noise pollution at school, resulting in reduction in noise levels in certain parts of the schools from about 3dB(A) to 17dB(A). However, even though there was a decrease in noise level, the level was still far above the limits. The class teachers expressed that the overall noise level at the schools was moderate; yet, this study revealed that the noise level was high. Moreover, the teachers found that the acoustic environment of their classrooms was good, but the findings of this study pointed out that it was moderate. Similarly, the teachers stated that the noise level inside the school was high during the break and that the noise level during the entry and exit of the students, in the cafeteria or in the canteen was high; on the other hand, this study found that the noise level in these parts was very high. The students expressed that the overall noise level at the schools was high, which was found very high based on the findings of this study. With the average of their levels of agreement with the statements increasing, the students found the noise level in the classrooms during the lecture moderate, that at the schools during the break very high, that in the school cafeteria, canteen, during the entry and exit of the students high, and that in the school environment high. Besides, both the teachers and the students disturbed the behaviours which cause noise. The teachers stated that the noise they are exposed to affects their physical, physiological and psychological health negatively and they suffer from headache, distraction, nervous fatigue, tinnitus, unwillingness, unhappiness, weakness, boredom, depression, as well as hearing loss. The observations made in the schools on their physical structure and acoustic designs emphasized that they are sound-reflective, rather than soundabsorbing and they are not suitable for proper education. Based on the teacher opinions, efforts to control noise pollution raised awareness among the students, enhanced their awareness levels, made adjustments to the school bell and announcements, had a positive impact on the students for adjusting their tones, changed their perspective on the noise at the school and enabled them to become aware on noise in general. The students expressed that these efforts were slightly effective, that their screaming and yelling decreased, and that their behaviours at home also changed. On the other hand, one student stated that these efforts on noise were not effective at all. This study suggests that training efforts to control existing noise pollution at school should be long-term and consistent and that proper acoustic design practices need to be implemented on school buildings.
Description
Keywords
Gürültü, Okulda gürültü kirliliği, Gürültü haritaları, Gürültü etkileri, Gürültü kontrolü, Noise, Noise pollution at school, Noise map, Effect of noise, Control of noise
Citation
Göçmen, N. M. (2020). İlkokulda gürültü kirliliğinin düzeyi, etkileri ve kontrol edilmesine yönelik yapılan çalışmaların değerlendirilmesi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.