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Dynamism of using pedagogy to teach concepts related to noise engineering at undergraduate level can fuel leaners desire to find a career opportunity in the field. This study aimed to investigate the impact of low-cost, portable, and safe hands-on tools used in teaching and demonstrating noise pollution at a historically black university (HBCU). The study was conducted among undergraduate students at one HBCU, and feedback was obtained regarding the device and the pedagogy using a 5-scale Likert questionnaire. The purpose of the study was to improve teaching pedagogy by assessing the impact of the tools on teaching and learning. The feedback from the students showed that the tool was well accepted and provided learners with an advantage in understanding noise pollution. Additionally, the engagement of students in class improved as a result of the use of the tool. The findings suggest that the use of low-cost, portable, and safe hands-on tools can enhance the teaching and learning of noise pollution and other related topics. This study highlights the importance of evaluating teaching and learning pedagogy to improve the quality of education. 

Noise engineering is not a new field of study but statistics showed that experts in the field are on a decline. Observing that motivation and curiosity are among the hallmarks of any workforce development pipeline, the study developed an experiment-centric pedagogy to detect and measure noise from pollution using low-cost hands-on devices with the aim of motivating learners. The study design was a pre- and post-test method. The learners were enrolled in a transportation course and the noise detection and measurement strategies course module was used for the study. Motivated Strategies Learning Questionnaire was adopted for the study. Learners response to the use of technological tools incorporated in learning was predominantly positive revealing that the learners' gain extensively. More so, significant improvement was observed in the critical thinking of leaners (p < 0 .05) and overall, there was an increase in their motivation at the post-test. Significant improvement in academic performance of learners was also observed at post-test (p < 0 .05). It is therefore posited that there is need for effective engagement with learners with similar low-cost hands-on to lead to better understand and motivation that can lead to development of workforce in noise engineering.