Classrooms are critical in the acquisition of knowledge by the students. The quality of communication or education is very much related to standards set for classrooms. Acoustics is one very important aspect of these classroom standards (Wolfrom 2014). Failure to consider acoustic in this case could result in interference to the processes both of teaching and learning. For example, discrete echo results in difficulty of understanding the teacher’s or student’s uttered words during lectures and class discussions (Acoustical Society of America 2000). There are a number of parameters that can be accounted for in classroom acoustics. The most basic of these is reverberation time, particularly because it affects speech intelligibility. Late components of reverberation result in the interference of direct signals with dire consequences, specifically misunderstanding between the teacher and students or between students (Shannan et al. 2010).