Acoustic environments that support equally accessible oral higher education as a human right

Figures & data

Table I. Identification of four components relating to how well the teacher is understood after exploratory principal component analysis with oblimin rotation.

Item		Factor loading
Component 1, Chronbach’s α = 0 .80
Q24	Classroom–murmur (4)	0.797
Q22	Classroom–murmur - no lip reading (2)	0.752
Q20	Classroom–murmur (3)	0.725
Q19	Classroom–murmur - one talking student	0.648
Q25	Classroom–murmur (5)	0.490
Q23	Classroom–quiet (2)	0.442
Component 2, Chronbach’s α = 0.83
Q6	Lecture hall–quiet–without microphone - no lip reading	0.818
Q10	Lecture hall–murmur–without microphone (2)	0.762
Q2	Lecture hall–quiet–without microphone	0.730
Q4	Lecture hall–murmur–without microphone (1)	0.652
Q8	Lecture hall–murmur–without microphone - no lip reading	0.640
Q12	Lecture hall–murmur–one talking student	0.584
Q11	Lecture hall–quiet–one talking student	0.491
Component 3, Chronbach’s α = 0.70
Q5	Lecture hall–quiet–with microphone - no lip reading	0.828
Q9	Lecture hall–murmur–with microphone (2)	0.729
Q1	Lecture hall–quiet–with microphone	0.573
Q7	Lecture hall–murmur–with microphone–no lip reading	0.562
Component 4, Chronbach’s α = 0.51
Q13	Classroom–quiet (1)	0.577
Q15	Classroom–quiet– no lip reading (1)	0.497

Figure 1. Mean scores and deviation per component on the five-point Likert scale. Component 1: regular classroom with background noise, Component 2: lecture hall with no microphone, Component 3: lecture hall with microphone, Component 4: regular classroom-quiet.