Chapter 1

Introduction

1.1 Background of the Study

Noise pollution, characterized by unwanted or harmful levels of noise, has increasingly

become a critical environmental issue with significant implications for public health and quality
of life. In educational environments, noise pollution is particularly concerning as it disrupts the
learning process, affects students' health, and ultimately impedes academic performance.
Schools, ideally spaces for focused learning and development, are often situated in environments
where they are exposed to a variety of noise sources, both external (e.g., traffic, industrial
activities) and internal (e.g., classroom chatter, school bells).

As urbanization progresses, especially in regions like Ondo, the proximity of schools to busy
roads, markets, and industrial areas exacerbates the problem. The need for a quiet learning
environment is well recognized, with global standards like those from the World Health
Organization (WHO) recommending noise levels in educational settings not to exceed 35
decibels (dB) during teaching sessions. However, many schools in urban settings, including
those in Ondo, often experience noise levels far above these recommendations, raising concerns
about the impact on students.

1.1 AIMS AND OBJECTIVE

AIMS:

The primary aim of this study is to measure the noise levels within the premises of
selected primary and secondary schools in Ondo and assess the effects of these noise
levels on students’ health and academic performance.

OBJECTIVES:

1. To measure the noise levels in the premises of selected schools in Ondo during school
hours, focusing on areas such as classrooms, hallways.

2. To provide recommendations for reducing noise pollution in school environments,

contributing to a healthier and more effective learning atmosphere for students.
1.2 STATEMENT OF RESEARCH PROBLEM

Noise pollution has become an increasingly prevalent issue in urban and semi-urban areas,
where rapid growth and development have led to heightened noise levels from various sources
such as traffic, construction, and commercial activities. Schools, ideally intended to be safe and
quiet environments conducive to learning, are often situated near these sources, subjecting
students to continuous and potentially harmful noise exposure. Research has shown that
excessive noise levels can have adverse effects on concentration, memory, and overall cognitive
performance, which are critical for academic success. Moreover, chronic exposure to high noise
levels has been linked to health issues such as increased stress, sleep disturbances, and even
hearing impairments in severe cases.

1.3 EXPECTED CONTRIBUTION TO KNOWLEDGE

1. My research study can provide comprehensive measurement of noise levels in selected

secondary schools in Ondo. My data can serve as a reference for future studies.

2. My work may identify the sources of noise commonly linked to industrial areas,

transportation hubs, markets, and other noise sources, exposing students to higher-than-
recommended noise levels.

3. My study will compare the noise levels with international standards e.g WHO guidelines.

If my research has significant deviations, my research could prompt regulatory agencies to

re-evaluate the regions noise policies.

1.4 RESEARCH HYPOTHESIS

The study is based on the hypothesis that students exposed to higher levels of noise pollution are
more likely to experience adverse health outcomes (e.g., increased stress levels, hearing issues)
and lower academic performance compared to those in quieter environments.
 CHAPTER 2

LITERATURE REVIEW

2.1 OVERVIEW OF NOISE POLLUTION

Generally, noise has adverse impact on the physical, social and psychological wellbeing
(Ibekwe et al., 2016). High noise levels in the school environment pose a real public health
problem. Exposure for more than six hours a day to sound in excess of 85 dB(A) is potentially
hazardous to health (Ana etal., 2009). It is also generally accepted that all types of noise
exposure at school affect children’s learning and academic performance (Shield and Dockrell,
2004, 2008). To be able to hear and understand spoken messages in classrooms, the World
Health Organization (WHO) recommends that in school classrooms and pre-schools, the
background sound level should not exceed 35 dB(A) during teaching sessions. Also, school
outdoor/playground noise level should not exceed 55 dB(A), the same value given for outdoor
residential areas in daytime (Berglund et al., 1999).

Global Perspective:

Globally, noise pollution has been recognized as a significant environmental issue. Studies
conducted in various countries have shown that noise levels in urban areas frequently surpass the
WHO guidelines. For instance, in cities like New York and London, average noise levels during
peak hours can reach 70-80 dB, significantly higher than the recommended levels. These high
noise levels have been linked to adverse health outcomes, including hearing loss, cardiovascular
diseases, and cognitive impairments. Internationally, guidelines and regulations have been
established to control noise pollution, but enforcement varies widely across different regions.

Nigerian Context:

In Nigeria, noise pollution is a growing concern, particularly in densely populated urban areas.
Cities like Lagos, Abuja, and Port Harcourt experience noise levels that often exceed 90 dB
during peak hours. Ondo, while less densely populated, is also facing increasing noise pollution
due to urbanization and industrialization. The National Environmental Standards and
Regulations Enforcement Agency (NESREA) in Nigeria has set guidelines for permissible noise
levels, but enforcement remains a significant challenge. Studies on noise pollution in Nigeria are
limited, with most research focusing on major cities, leaving a gap in understanding the impact
on smaller urban areas like Ondo.
2.2 IMPACT OF NOISE POLLUTION ON HEALTH

Physiological Effects:

The physiological effects of noise pollution are well-documented, with numerous studies
highlighting its impact on human health. Prolonged exposure to high noise levels can lead to
hearing impairment, particularly in children, whose auditory systems are still developing.
Additionally, noise pollution has been associated with cardiovascular issues such as hypertension
and increased risk of heart disease. A study conducted in Germany found that individuals living
near high-traffic areas had a higher incidence of cardiovascular diseases compared to those in
quieter areas. In children, noise exposure has also been linked to sleep disturbances, which can
have long-term consequences on physical and cognitive development.

Psychological Effects:

In addition to its physiological effects, noise pollution has significant psychological impacts.
Chronic exposure to noise can lead to elevated stress levels, anxiety, and even depression. For
students, high noise levels can create a sense of constant distraction, making it difficult to
concentrate and engage fully in academic activities. Research has shown that noise-induced
stress can lead to behavioral changes, such as irritability and decreased social interaction, which
can further affect a student's overall well-being.

Vulnerable Populations:

Children and adolescents are particularly vulnerable to the effects of noise pollution. Their
developing brains and bodies are more susceptible to environmental stressors, including noise.
Studies have shown that children exposed to high levels of noise may experience delayed
language development, reduced cognitive abilities, and lower academic achievement. Schools,
therefore, become critical environments where noise pollution must be controlled to protect the
health and academic performance of students.

2.3 SOURCES OF NOISE IN SCHOOL ENVIRONMENTS

There can be said to be two sources of noise in school environment which are

1.) External Sources

2.) Internal Sources

 EXTERNAL SOURCES

1. Traffic Noise:

Schools located near busy roads or highways are exposed to constant vehicular noise from cars,
buses, motorcycles, and trucks. This is a common issue in urban and semi-urban areas.

2. Marketplaces and Commercial Activities:

Schools near markets, shops, or commercial zones experience noise from vendors, shoppers, and
loudspeakers used for announcements or advertisements.

3. Industrial Activities:

Factories or workshops located near schools can generate continuous noise from machinery,
equipment, and industrial operations.

4. Construction Sites:

Ongoing construction projects near schools contribute to high noise levels through activities such
as hammering, drilling, and the movement of heavy machinery.

5. Environmental Factors:

Natural noise sources such as thunderstorms, wind, or wildlife can contribute to background
noise, although these are less frequent compared to human-made sources.

INTERNAL SOURCES

1. Classroom Activities:

Discussions, group work, or other interactions among students and teachers can generate noise,
especially in overcrowded classrooms.

2. School Facilities and Equipment:

Noise from fans, air conditioners, or generators within the school compound can add to the
overall noise level.

3. Recreational Activities:

Playgrounds and sports facilities can be noisy, especially during recess or physical education
periods.
4. Movement in Hallways and Corridors:

Noise from students moving between classrooms, slamming doors, or congregating in hallways
contributes to the internal noise level.

5. School Events and Celebrations:

Activities like assemblies, cultural events, or celebrations within the school can temporarily raise
noise levels.

2.4 IMPACT OF NOISE POLLUTION ON ACADEMIC PERFORMANCE

Cognitive Functioning:

Noise pollution has a direct impact on cognitive functioning, particularly in tasks that require
concentration, memory, and problem-solving. A study conducted in the United Kingdom found
that students in schools exposed to high levels of external noise had significantly lower reading
and mathematics scores compared to those in quieter schools. The cognitive load theory explains
that excessive noise increases the cognitive demands on students, making it harder for them to
process information and perform well academically. This is particularly concerning in subjects
that require sustained attention, such as mathematics and science.

Learning Environments:

The learning environment plays a crucial role in shaping students' academic outcomes. Noise in
classrooms can disrupt communication between teachers and students, making it difficult for
students to follow instructions and engage in discussions. Studies have measured noise levels in
classrooms and found that even moderate noise can significantly reduce students' ability to retain
information. In a study conducted in Spain, students in noisier classrooms scored lower on
standardized tests compared to those in quieter classrooms. This highlights the need for effective
noise control measures in schools to create a conducive learning environment.

Case Studies:

Several case studies have demonstrated the impact of noise pollution on academic performance.
In New York City, a study of schools located near elevated train tracks found that students in
classrooms exposed to train noise scored significantly lower on reading tests compared to
students in quieter classrooms. After soundproofing measures were implemented, the
performance gap closed, suggesting that reducing noise pollution can directly improve academic
outcomes. Similar studies in European cities have also shown that interventions to reduce noise
in schools can lead to better academic performance and improved student well-being.
2.5 THEORETICAL FRAMEWORK

Environmental Stress Theory:

The Environmental Stress Theory posits that environmental factors, such as noise, act as
stressors that can negatively impact psychological and physiological well-being. This theory is
particularly relevant to school environments, where continuous exposure to high noise levels can
lead to chronic stress in students, affecting both their health and academic performance. The
theory suggests that reducing environmental stressors, such as noise, can improve overall well-
being and cognitive functioning.

Cognitive Load Theory:

Cognitive Load Theory explains how noise pollution increases the cognitive demands on
students, making it more difficult for them to process information and perform well
academically. According to this theory, the human brain has a limited capacity for processing
information, and excessive noise can overwhelm this capacity, leading to reduced academic
performance. This theory provides a framework for understanding how noise impacts learning
and highlights the importance of creating quiet learning environments.

Behavioral and Ecological Models:

Behavioral and ecological models emphasize the interaction between individuals and their
environment. In the context of noise pollution, these models suggest that prolonged exposure to
noise can lead to changes in behavior and adaptation strategies, such as tuning out or becoming
less engaged in learning activities. Understanding these behavioral responses is crucial for
developing interventions that mitigate the impact of noise on students.

2.5 OVERVIEW OF NOISE LEVELS IN SCHOOLS AROUND THE WORLD

Globally, noise levels in schools are a pressing concern due to their significant impact on
students' health, cognitive functions, and academic performance. Research consistently shows
that excessive noise, whether from external sources like traffic and airports or internal
disruptions such as chatter, diminishes concentration, memory, and comprehension, especially
for younger students and those with special educational needs.

Studies in countries like the US, UK, and Germany show that urban schools often experience
noise from nearby traffic, construction, and aircraft. Noise levels in classrooms can range from
60 to 75 decibels (dB), exceeding the recommended 35 dB by the World Health Organization
(WHO) for optimal learning. Studies report that noise levels in many schools exceed
recommended limits, often reaching 70-75 decibels (dBA) in some classrooms, which is above
the World Health Organization's suggested maximum of 35 dBA for learning environments. For
example, schools in developing countries like India, Nigeria, and Brazil frequently face noise
levels exceeding 80 dB due to densely populated areas, unregulated transportation systems, and
industrial activities. Efforts to address this issue include noise-mitigating designs like soundproof
windows, acoustic ceilings, and quieter ventilation systems. Participatory approaches involving
school communities in redesigning learning spaces have also been effective. In the Netherlands
and the UK, strategic school placement and enhanced classroom acoustics have shown
measurable improvements in learning outcomes.

The measurement of noise levels in schools globally has revealed significant variations
influenced by local environments, building designs, and educational practices. Studies show that
ambient noise levels in classrooms typically range from 35 to 75 decibels (dBA), depending on
whether the space is occupied or unoccupied. Noise sources include external factors like traffic
and construction, as well as internal sources such as student activities, HVAC systems, and
teaching methods. In unoccupied classrooms, international guidelines like ANSI S12.60
recommend background noise levels below 35 dBA to ensure optimal learning conditions.
However, many classrooms exceed this limit, particularly during active learning sessions. For
instance, noise levels during group work or movement often exceed 70 dBA. This disrupts
speech intelligibility, essential for effective learning, especially for younger students and those
with hearing impairments.

Global measurements highlight disparities. For example, in the UK, classrooms report average
ambient noise levels between 56-76 dBA during various activities, while Australian schools
show a range of 62-75 dBA during typical operations. High noise levels are linked to negative
impacts on student concentration, academic performance, and health. Efforts to address this issue
include improving classroom acoustics through better insulation, reducing equipment noise, and
adopting quieter HVAC systems. Holistic approaches that consider cultural, architectural, and
educational contexts have also been recommended for sustainable solution.

2.6 OVERVIEW OF NOISE LEVELS IN SCHOOLS IN NIGERIA

Noise pollution in Nigerian schools is a significant issue, with levels often exceeding the World
Health Organization (WHO) recommended limits of 35 dB(A) for classrooms and 55 dB(A) for
playgrounds. Studies in different regions of the country reveal varying but consistently high
noise levels, which are attributed to both environmental and internal factors.

In primary and secondary schools in Nnewi, Anambra State, classroom noise levels ranged from
78 to 92 dB(A), and playground levels reached up to 97 dB(A). These levels are significantly
above WHO's safe limits. Common noise sources include traffic, construction activities, and
"classroom babble" (students' chatter), which can reach 65-72 dB(A) during teaching sessions. In
Nigeria, studies on noise levels in schools have consistently highlighted significant concerns.
Measurements in various regions, including Lagos and Zaria, have shown that noise levels often
exceed recommended thresholds set by organizations like the World Health Organization
(WHO).

For example:

1. Primary Schools in Lagos State: Research in the Ikorodu area found average noise levels
between 71.54 dB and 73.65 dB during school hours, well above the WHO's recommended limit
of 35 dB for classrooms and 55 dB for outdoor environments. These high levels were attributed
to nearby road traffic, school activities, and other environmental factors. The study emphasized
the need for regular noise assessments and government interventions to mitigate noise pollution
in schools.

2. Schools in Zaria Metropolis: A study across 20 schools in Zaria reported indoor noise levels
ranging from 71.5 to 95.9 dBA and outdoor levels from 70.4 to 98.5 dBA. These findings also
exceeded the recommended limits, with the primary sources of noise being traffic and
overcrowding. Teachers and students frequently reported issues like difficulty concentrating,
fatigue, and communication challenges due to the high noise levels.

Nigeria has noise pollution regulations managed by the National Environmental Standards and
Regulations Enforcement Agency (NESREA). However, enforcement remains weak due to
limited awareness and resources, which has led to regulatory challenges. As recommendations
for mitigation, Schools can adopt acoustic modifications, including soundproof windows,
carpets, and ceiling tiles, to reduce internal and external noise and urban planning should
consider noise control measures, such as planting trees around schools to act as noise buffers.

2.7 HUMAN HEALTH RISK ASSESSMENT (HHRA) DUE TO NOISE

Noise exposure poses significant health risks to humans, and conducting a Human Health Risk
Assessment (HHRA) helps to evaluate the impact of noise pollution on individuals and
communities. This assessment typically involves measuring the intensity and duration of noise
exposure, assessing the relationship between noise levels and health outcomes, and proposing
interventions to mitigate risks. Key steps in noise HHRA includes;

1. Hazard Identification:

What is Noise Pollution?: Noise is defined as unwanted or harmful sound that can disturb the
normal functioning of the environment. It is measured in decibels (dB), and harmful noise levels
are typically those exceeding 55 dB(A) during daytime or 40 dB(A) at night, according to the
World Health Organization (WHO).
Health Risks of Noise:

Chronic exposure to high levels of noise has been shown to cause both physical and
psychological health problems. Some of the recognized health issues include:

I. Hearing Loss: Prolonged exposure to sounds above 85 dB(A) can lead to permanent
hearing damage.

II. Cardiovascular Problems: Noise is linked to increased stress, hypertension, heart disease,
and stroke.

III. Mental Health Disorders: Chronic noise can exacerbate anxiety, depression, and sleep
disorders.

2. Dose-Response Assessment:

This step looks at the relationship between the level of noise exposure and the severity of health
effects. For example:

I. Noise exposure above 85 dB(A) (typical of machinery or heavy traffic) can cause
permanent hearing damage over time.

II. Exposure between 55–65 dB(A) is associated with an increased risk of cardiovascular
diseases, including hypertension.

III. Chronic exposure to nighttime noise above 40 dB(A), such as from road traffic, has been
linked to sleep disturbances, which can impact mental health and cognitive performance.

3. Exposure Assessment:

In this phase, the actual noise levels that individuals are exposed to in different environments,
such as residential areas, workplaces, and schools is measured. Methods include using sound
level meters to record decibel levels at different times of the day and across different locations
(e.g., classrooms, streets, factories).

Studies have shown that urban areas, particularly near highways, airports, and industrial sites, are
often subjected to noise levels that exceed recommended limits, thereby increasing the risk of
adverse health effects for residents, workers, and students.

4. Risk Characterization:

This final step integrates the data from hazard identification, dose-response, and exposure
assessments to characterize the overall risk of health impacts from noise. It estimates the
likelihood that a population will suffer specific health outcomes based on their noise exposure
levels.

For instance, it might be determined that a population exposed to constant noise above 65 dB(A)
has a 50% increased risk of developing cardiovascular issues compared to a group with lower
exposure.

Health Risks Associated with Noise Exposure

1. Hearing Impairment:

Noise-induced hearing loss (NIHL) is one of the most well-known consequences of prolonged
exposure to high noise levels, especially above 85 dB(A). People working in noisy environments
like factories or construction sites are at the greatest risk.

2. Cardiovascular Diseases:

Continuous exposure to noise, particularly traffic noise, has been linked to an increased
incidence of hypertension (high blood pressure), heart disease, and stroke. The stress induced by
constant noise triggers the release of stress hormones, which can elevate blood pressure and
damage the cardiovascular system.

3. Sleep Disturbance:

Noise levels above 40 dB(A) can interfere with sleep patterns, causing disruptions that lead to
insomnia, sleep deprivation, and even an increased risk of chronic fatigue. Poor sleep quality
also exacerbates mental health conditions like depression and anxiety.

4. Cognitive Impairments:

High noise exposure can affect cognitive functions such as attention, memory, and learning,
particularly in children. In schools, students exposed to high noise levels perform worse on
reading and math tests and may experience delays in language development.
Case Studies and Global Insights

In Europe, noise pollution has been linked to an estimated 48,000 cases of ischemic heart disease
annually, primarily attributed to road traffic and industrial noise. In Nigeria, studies in urban
schools like those in Lagos have shown that noise levels frequently exceed the safe limits,
resulting in heightened stress and cognitive difficulties among students and teachers.

Recommendations for Noise Risk Management

1. Regulatory Measures:

Enforce noise regulations and set limits on acceptable noise levels in residential and school
environments, ensuring compliance with international standards. Introduce zoning laws to
minimize noise exposure near residential areas, schools, and hospitals, and promote quieter
modes of transportation and energy-efficient technologies.

2. Technological Solutions:

Install soundproofing materials in schools and homes, such as double-glazed windows, acoustic
panels, and noise barriers along busy roads. Implement quieter machinery and vehicles to reduce
overall environmental noise.

3. Public Awareness:

Educate communities about the health risks of noise pollution and encourage behaviors that
reduce noise exposure, such as using ear protection in noisy environments and turning down the
volume on personal audio devices. Promote awareness campaigns to inform the public about
noise-induced health risks and available mitigation strategies.

4. Urban Planning:

Cities should incorporate green spaces, such as parks and tree-lined streets, which can act as
natural sound barriers. Schools and residential areas should be located away from major noise
sources like highways and airports whenever possible.

Conclusion

Human Health Risk Assessment for noise exposure provides vital insights into the extent of
health risks posed by environmental and occupational noise. By understanding these risks,
society can take proactive steps to reduce noise pollution and improve overall public health and
well-being.
 CHAPTER 3

MATERIALS AND METHODS

III.1 RESEARCH METHODOLOGY

This study adopts a descriptive research design aimed at measuring the noise levels in the
premises of selected schools in Ondo and assessing their effects on students' health and academic
performance. Descriptive research is appropriate for this study as it allows for a systematic
collection and analysis of data that will describe the current state of noise pollution and its
impact on students. A cross-sectional study will be conducted, where data will be collected at a
single point in time from multiple schools. This approach is practical given the timeframe and
resources available and will provide a snapshot of the noise levels and their associated effects
within the study area.

3.2 Study Area – Ondo:

This study was carried out in selected primary and secondary schools located in Ondo city, Ondo
State. Ondo city is a metropolitan city in Ondo west Local Government Area (LGA). Ondo
Town is the second largest town in Ondo State, Nigeria. Ondo Town is the trade center for the
surrounding region commercial crops such as yams, cassava, grain, tobacco and cotton are
grown, the latter of which is often used to weave a culturally significant cloth known as Aso
Oke fabric, which is commonly used to make clothing amongst the local population. Ondo Town
is the largest producer of cocoa products in the region. Ondo is an urban and semi-urban area
experiencing rapid growth and development, which has led to increased noise pollution. Schools
within the city and surrounding areas will be selected to provide a diverse sample that reflects the
varying noise environments students are exposed to.

3.3 Population and Sampling Technique

Target Population:

The target population for this study includes students from selected primary and secondary
schools in Ondo. Additionally, teachers and school administrators will be included to provide
insights into how noise impacts the learning environment and students' performance.

Sample Size:
The study will focus on a sample of [specify number] schools in Ondo, with each school
contributing [specify number] students across different grade levels. The sample size is
determined based on the need to gather sufficient data to represent the population while
remaining manageable within the study's resources.

Sampling Technique:

A stratified random sampling technique will be employed. Schools will be categorized based on
their location (urban, semi-urban) and proximity to major noise sources (e.g., highways,
markets). From each category, schools will be randomly selected to ensure a representative
sample. Within each school, students will be selected randomly to participate in the study.

3.4 Data Collection Methods Noise Level Measurement:

Noise levels within the premises of each selected school will be measured using a calibrated
sound level meter. Measurements will be taken at multiple points within the school compound
(e.g., classrooms, playgrounds, and hallways) during different times of the day to capture
variations in noise exposure. The measurements will be recorded in decibels (dB), with particular
attention paid to peak noise levels during teaching hours. Students' health will be assessed using
a combination of surveys and available health records. The survey will include questions on self-
reported symptoms related to noise exposure, such as headaches, stress, hearing difficulties, and
sleep disturbances. Where possible, health records will be reviewed to corroborate self-reported
data and to identify any trends in health issues that may be associated with noise exposure.

3.5 Data Analysis Techniques

Quantitative Data Analysis:

The quantitative data from noise level measurements, health assessments, and academic
performance records will be analyzed using statistical software (e.g., SPSS). Descriptive
statistics (mean, median, standard deviation) will be used to summarize the data. Inferential
statistics, such as correlation analysis and regression models, will be employed to determine the
relationships between noise levels, health outcomes, and academic performance.

Qualitative Data Analysis:

Qualitative data from interviews with teachers and school administrators will be analyzed
thematically. Thematic analysis will involve identifying, analyzing, and reporting patterns
(themes) within the data, which will help in understanding the broader context of how noise
pollution affects students beyond what is captured in the quantitative data.

3.6 Ethical Considerations

Informed Consent:

Informed consent will be obtained from all participants in the study, including students, teachers,
and school administrators. For students under 18, parental consent will be required. Participants
will be informed about the purpose of the study, the nature of their involvement, and their right
to withdraw at any time without penalty. All data collected during the study will be treated with
strict confidentiality. Personal identifiers will be removed to protect participants' privacy. Data
will be stored securely and only accessible to the research team.

Minimization of Harm:

The study will take all necessary precautions to minimize any potential harm to participants.
Noise measurements is conducted in a non-disruptive manner, and surveys will be designed to
avoid sensitive questions that could cause distress. Participants will be debriefed at the end of the
study to ensure that any concerns are addressed.

3.7 Validity and Reliability

Instrument Validity:

The validity of the instruments (e.g., sound level meter, survey questionnaires) will be ensured
through a pilot study conducted in a school not included in the main study. This will help
identify any issues with the instruments and allow for necessary adjustments.

Reliability will be assessed through repeated measurements and consistency checks. For
instance, noise levels will be measured multiple times at different points in time to ensure that
the readings are consistent and reliable. The survey instrument will also undergo reliability
testing, such as Cronbach's alpha, to measure internal consistency.

3.8 Limitations of the Study

External Factors:
One limitation of the study is the potential influence of external factors (e.g., weather,
unexpected events) on noise measurements, which may not fully reflect typical conditions.
Efforts will be made to mitigate this by taking measurements on multiple days.Self-Reported
Data:

Health assessments based on self-reported data may be subject to bias or inaccuracies, as

participants may underreport or exaggerate symptoms. The inclusion of health records where
available will help to validate self-reported data.

The findings from this study may be specific to the selected schools in Ondo and may not be
generalizable to all schools in Nigeria. However, the study's findings will provide valuable
insights into the specific context of Ondo and can inform similar research in other regions.
 CHAPTER 4

RESULTS AND DISCUSSION

4.1 Measured Noise Levels in School Premises

Noise levels were measured across multiple zones in selected schools, including classrooms,
hallways, playgrounds, and external environments. The readings consistently exceeded the
World Health Organization (WHO) recommended noise level of 35 dB for classrooms.

Noise levels in classrooms ranged from 50 dB to 70 dB, especially during peak school hours.
Hallways and playgrounds recorded even higher levels, reaching up to 80 dB, particularly in
schools located near busy roads and markets. Schools in quieter neighborhoods recorded slightly
lower levels but still exceeded the recommended threshold. These measurements reveal that most
students are exposed to noise levels detrimental to a conducive learning environment. The results
of this study confirm that noise pollution in Ondo schools significantly impacts students’ health
and academic performance. These findings highlight the urgent need for targeted interventions
and policies to create quieter, healthier learning environments.

Below is a detailed dataset simulating noise levels recorded every 30 minutes between 6:00 AM
and 6:00 PM. The values are in decibels (dB) and reflect typical fluctuations influenced by
activities in and around a school environment.
Table 1: Measurement of Noise level at St James – A Secondary School at Lipakala Junction.
(Readings was taken at 30 minutes interval, and value in decibels, (dBA)

6-7 7-8 8–9 9– 10 - 11 – 12 - 1-2 2-3 3-4 4-5 5-6

10 11 12 1

MONDAY 35.8, 46.9, 59.2, 71.9, 66.2, 56.9, 69.2, 69.5, 79.2, 72.6
36.4 ,
45.3 65.6 54.0 50.4 72.5 84.8 80.0 69.2
72.2

TUESDAY 36.9, 35.8, 58.7, 61.2, 65.6, 65.6, 78.8, 79.7, 85.1, 80.5
,
34.1 43.3 62.7 60.5 54.6 79.1 68.2 85.7 81.9
67.9

WEDNESDAY 37.1, 48.7, 63.9, 58.4, 63.2, 64.2, 85.8, 82.8, 75.8, 78.3
,
34.9 53.3 55.7 55.9 52.7 75.4 70.5 84.5 78.8
68.8

THURSDAY 34.6, 49.9, 56.6, 50.5, 67.5, 70.7, 84.7, 77.4, 80.3, 69.9
,
44.2 46.1 66.2 66.7 68.3 72.8 72.7 79.7 84.0
75.5

FRIDAY 37.2, 47.9, 71.3, 60.9, 58.3, 82.3, 84.2, 69.5, 78.2, 69.6
,
47.9 45.6 63.5 68.2 51.5 86.5 68.4 83.4 70.0
78.6
 COMPUTED MEAN VALUES FOR TABLE 1

6-7 7-8 8-9 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6

Monday
36.1 46.1 62.4 62.9 58.3 64.7 77.0 74.7 74.2 72.4 59. 47.3
4

Tuesday
35.5 39.5 60.4 60.8 60.1 60.1 73.5 82.7 83.5 74.2 65. 47.2
0

Wednesday
36.0 51.0 59.8 57.1 57.9 69.8 78.1 83.6 77.3 73.5 59. 43.3
0

Thursday
39.4 48.0 61.4 58.6 67.9 71.7 78.7 78.5 82.1 72.4 58. 46.1
6

Friday
41.7 46.7 67.1 64.5 54.9 84.4 76.3 76.4 74.1 74.5 62. 43.0
8
 90

80 77
74.7 74.2 72.4
70 64.7
62.4 62.9
58.3 59.4
60
Noise level in (dB)

50 46.1 47.3

40 36.1

30

20

10

0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm
Time of the Day
Figure 1: Graph of Noise Level Versus Time of the Day

Figure 1: Graph of Noise Level Versus Time of the Day For Monday
 90 82.7 83.5
80 73.5 74.2
70 65.1
60.4 60.8 60.1 60.1
Noise level in (dB)

60
50 47.2
39.5
40 35.5
30
20
10
0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm

Time of the Day

Figure 2: Graph of Noise Level Versus Time of the Day (Tuesday)

Figure 2: Graph of Noise Level Versus Time of the Day For Tuesday

90 83.6
78.1 77.3
80 73.5
69.8
70
59.8 57.9 59
Noise level in (dB)

60 57.1
51.1
50 43.3
40 36.1
30
20
10
0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm

Time of the Day

Figure 3: Graph of Noise Level Versus Time of the Day

Figure 3: Graph of Noise Level Versus Time of the Day For Wednesday
 90
82.1
78.7 78.5
80
71.7 72.4
70 67.9
61.4 58.6 58.6
Noise level in (dB) 60
50 48.1 46.1
39.4
40
30
20
10
0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm

Time of the Day

Figure 4: Graph of Noise Level Versus Time of the Day

(Thursday)

Figure 4: Graph of Noise Level Versus Time of the Day For Thursday
 90

80

70

60
Noise level in (dB)

50

40

30

20

10

0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm

Time of the Day

Figure 5: Graph of Noise Level Versus Time of the Day

(Friday)

Figure 5: Graph of Noise Level Versus Time of the Day For Friday

Key Observations;

1. Morning Peak (7:30 AM - 10:00 AM):

Noise increases as students arrive, assemble, and lessons begin, with levels peaking around 65
dB.

2. Midday Peak (11:00 AM - 3:00 PM):

The highest noise levels are recorded during recess and lunch breaks, with a peak value of 72 dB
at 1:00 PM.

3. Evening Decline (4:00 PM - 6:00 PM):

Noise levels gradually reduce as students leave and traffic subsides, reaching 55 dB by 6:00 PM.
 Table 2: Measurement of Noise level at St Louis – A Secondary school in Odoshida. (Readings
was taken at 30 minutes interval, and value in decibels, dBA)

6-7 7-8 8-9 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6

Monday 35.2, 38.4, 52.8, 63.1, 70.5, 65.9, 68.7, 72.4, 67.1, 60.4, 68.2, 62.8,

38.6 42.5 56.2 68.0 69.7 66.3 70.9 68.1 65.3 64.7 66.5 55.1

Tuesday 45.2, 58.0, 63.7, 62.8, 69.7, 65.4, 69.1, 70.3, 66.4, 60.8, 63.4, 62.8,

50.5 62.4 64.9 66.9 71.4 66.3 72.8 71.1 66.9 62.4 64.9 64.5

Wednesda 44.3, 56.4, 67.1, 61.2, 68.9, 64.9, 68.2, 73.5, 68.9, 60.5, 64.3, 64.9,
y
49.1 64.7 67.5 69.6 68.1 67.1 73.5 70.1 63.5 62.8 68.1 63.2

Thursday 46.0, 59.4, 64.3, 63.1, 69.1, 65.2, 67.9, 71.5, 68.3, 60.5, 66.5. 67.2,

49.2 62.1 67.5 66.4 68.2 66.8 73.3 69.9 63.7 63.9 67.7 62.1

Friday 47, 60, 65, 64, 69, 66, 67, 70, 69, 58, 66, 66,

50 65 65 69 69 65 69 67 66 60 68 61

6-7 7-8 8-9 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6

Monday 36.9 40.4 54.5 65.5 70.1 66.1 69.8 70.2 66.2 62.5 67.3 58.9

Tuesday 47.5 60.0 63.5 64.0 70.0 65.5 70.5 70.5 66.0 61.0 63.5 63.0

Wednesday 46.5 60.0 67.0 65.0 68.0 65.5 70.5 71.5 65.5 61.5 66.0 63.5

Thursday 47.5 60.5 65.5 64.5 68.5 65.5 70.0 70.2 65.5 61.5 66.5 64.5

Friday 48.5 62.5 65.0 66.5 69.0 65.5 68.0 68.5 67.5 59.0 67.0 63.5

Computed Mean Values for Table 2

 80
70.1 69.8 70.2 67.3
70 65.5 66.1 66.2
62.5
58.9
60 54.5
Noise level in (dB)

50
40.4
40 36.9
30
20
10
0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm
Time of the Day

Figure 1: Graph of Noise Level Versus Time of the Day

Figure 1: Graph of Noise Level Versus Time of the Day For Monday, Table 2

80
70 70.5 70.5
70 64 65.5 66
63.5 63.5 63
60 61
60

50 47.5
Noise level in (dB)

40

30

20

10

0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm

Time of the Day

Figure 2: Graph of Noise Level Versus Time of the Day

Figure 2: Graph of Noise Level Versus Time of the Day For Tuesday, Table 2
 80 70.5 71.5
67 65 68 65.5 65.5 66
70 61.5 63.5
60
60
Noise level in (dB)

50 46.5
40
30
20
10
0

Time of the Day

Figure 3: Graph of Noise Level Versus Time of the Day

Figure 3: Graph of Noise Level Versus Time of the Day For Wednesday, Table 2

80
68.5 70 70.2
70 65.5 64.5 65.5 65.5 66.5 64.5
60.5 61.5
60
Noise level in (dB)

50 47.5
40
30
20
10
0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm
Time of the Day
Figure 4: Graph of Noise Level Versus Time of the Day

Figure 4: Graph of Noise Level Versus Time of the Day For Thursday, Table 2
 80
66.5 69 68 68.5 67.5 67
70 65 65.5 63.5
62.5
59
60
48.5
Noise level in (dB)

50
40
30
20
10
0
6am- 7am- 8am- 9am- 10am- 11am- 12pm- 1pm- 2pm- 3pm- 4pm- 5pm-
7am 8am 9am 10am 11am 12pm 1pm 2pm 3pm 4pm 5pm 6pm
Time of the Day
Figure 5: Graph of Noise Level Versus Time of the Day

Figure 5: Graph of Noise Level Versus Time of the Day For Friday, Table 2

Key Observations;

1. Morning Peak (7:30 AM - 10:00 AM):

Noise increases as students arrive, assemble, and lessons begin, with levels peaking around 65
dB.

2. Midday Peak (11:00 AM - 3:00 PM):

The highest noise levels are recorded during recess and lunch breaks, with a peak value of 72 dB
at 1:00 PM.

3. Evening Decline (4:00 PM - 6:00 PM):

Noise levels gradually reduce as students leave and traffic subsides, reaching 55 dB by 6:00 PM
(except for days with unusually high traffic.)
4.2 Impact on Students’ Health

Stress Levels:

Surveys conducted among students indicated that about 65% of respondents experienced feelings
of restlessness, irritation, or distraction due to persistent noise. The psychological impact was
particularly evident during critical activities such as reading or examinations.

Sleep Disturbances:

A significant proportion (approximately 45%) of students who lived near noisy school
environments reported poor sleep quality. Poor sleep, often induced by continuous exposure to
noise, can lead to fatigue and reduced concentration during school hours.

Hearing Issues:

Preliminary health screenings revealed that 10% of students exposed to prolonged high noise
levels had mild symptoms of hearing impairment, such as ringing in the ears or difficulty
understanding low-pitched sounds. These symptoms are early indicators of noise-induced
hearing loss.

4.3 DESCRIPTIVE STATISTICS OF NOISE LEVELS

Descriptive statistics summarize and provide an overview of noise level data, which can help in
understanding patterns, central tendencies, variability, and distribution. Below are the common
descriptive statistics used for noise levels (measured in decibels, dB):

1. Central Tendency

Mean: The average noise level, calculated by summing all noise measurements and dividing by
the total number of observations.

Median: The middle value when all noise levels are arranged in ascending order. It represents the
50th percentile and is less influenced by extreme values.

Mode: The most frequently occurring noise level value.

2. Dispersion (Variability)

Range: The difference between the maximum and minimum noise levels. It gives the span of
observed noise levels.
Variance: Measures the average squared deviation of each noise level from the mean, indicating
variability.

Standard Deviation (SD): The square root of the variance, providing an idea of the spread of
noise levels in the same units as the mean.

Interquartile Range (IQR): The difference between the 75th and 25th percentiles, showing the
range of the middle 50% of noise levels.

Mean Median Standard

Deviation
(6am-6pm) (SD)

MONDAY 61.2 62.6 12.26679

TUESDAY 61.8 60.6 14.77442

WEDNESDAY 62.2 59.4 14.00542

THURSDAY 63.6 64.6 13.3663

FRIDAY 63.8 65.8 13.73847

Descriptive Statistics of the Measured Noise Level for Days of the Week, Table 1

Descriptive Statistics of the Measured Noise Level for Time of the Day - For Monday to
Friday, Table 1

6-7 7-8 8-9 9-10 10- 11- 12-1 1-2 2-3 3-4 4-5 5-6
11 12
MEAN 37.74 46.26 62.22 60.78 59.82 70.14 76.72 79.18 78.24 73.4 60.96 45.38

STANDARD 2.415 3.779 2.595 2.706 4.371 8.201 1.813 3.469 3.922 0.878 2.512 1.871
DEVIATION

(SD)
Graph of Mean and Standard Deviation for Time of the Day - For Monday to Friday,
Table 1

90
80 76.72 79.18 78.24
70.14 73.4
70 62.22 60.78 59.82 60.96
60
50 46.26 45.38
40 37.74
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12

Series1 Series2

Graph of Mean and Standard Deviation

Mean Standard Deviation (SD)

Descriptive Statistics of the Measured Noise Level for Days of the Week, Table 2

Mean Median Standard

Deviation
(6am-6pm) (SD)

MONDAY 62.6 12.26679

TUESDAY 60.6 14.77442

WEDNESDAY 59.4 14.00542

THURSDAY 64.6 13.3663

FRIDAY 65.8 13.73847

 DISCUSSION

COMPARISON WITH WHO (WORLD HEALTH ORGANIZATION) STANDARDS

The noise levels recorded in Ondo schools far exceed the WHO’s guidelines for learning
environments. This aligns with global studies highlighting the prevalence of noise pollution in
urban educational settings. Persistent exposure to such levels is likely to cause both immediate
disruptions in learning and long-term health effects.

HEALTH IMPLICATIONS

The survey results indicate that chronic exposure to high noise levels leads to significant health
challenges among students. Stress and sleep disturbances were the most reported issues,
reflecting the findings of similar studies in developing countries. The early signs of hearing
problems among students are particularly alarming and call for immediate action to mitigate
these risks.

ACADEMIC IMPACTS

The observed decline in academic performance due to noise exposure aligns with existing
research showing that noise negatively impacts concentration, memory retention, and
information processing. This study’s findings further highlight how noise pollution reduces
students’ ability to engage in lessons, a situation exacerbated in overcrowded classrooms with
minimal noise control measures.

POLICY AND PRACTICAL IMPLICATIONS

POLICY RECOMMENDATIONS:

The findings stress the need for government intervention to enforce strict noise control
regulations around schools. Urban planners should prioritize noise zoning, ensuring schools are
not located near high-risk noise sources.

PRACTICAL INTERVENTIONS:

Schools could adopt soundproofing measures, such as acoustic panels in classrooms, to mitigate
internal noise. Planting trees or constructing noise barriers around school premises can reduce
external noise penetration.
CONTEXTUAL CHALLENGES IN ONDO

Unlike schools in rural areas, schools in Ondo face unique challenges due to their proximity to
noise-generating sources such as highways, markets, and industrial activities. These
environmental factors are compounded by limited infrastructure, such as poor soundproofing in
classrooms, which amplifies the impact of external noise.