Classroom Acoustic Conditions and Their Effect on Music Learning in Secondary Schools in Akure, Ondo State

This study examines the acoustic conditions of music classrooms in selected secondary schools in Akure, Ondo State, South West Nigeria, and assesses their effect on the quality of music learning. Effective music education requires acoustic environments that support listening, vocal production, instrument performance, and musical discrimination. However, many Nigerian secondary school classrooms were not designed with music instruction in mind, resulting in acoustic deficiencies that undermine teaching and learning. This research measures and evaluates the acoustic properties of music rooms in ten secondary schools in Akure using basic sound level monitoring tools and structured observation, comparing results against established acoustic standards for educational facilities. Data are supplemented by questionnaires administered to music teachers and students regarding their perception of acoustic adequacy and its impact on lesson delivery and learning outcomes. The study is grounded in recent environmental music education research and architectural acoustics literature applicable to developing country educational settings. Findings are expected to reveal widespread acoustic inadequacy and significant teacher-reported difficulties in delivering effective music instruction in substandard physical environments. Recommendations will address low-cost acoustic improvement interventions suitable for Nigerian school contexts and will inform national school building standards for music learning spaces. Keywords: Classroom acoustics, music learning, secondary schools, Akure, educational environment.