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This research paper presents an investigation into the relationship between learning style preferences and spatial ability levels of students within construction related majors in engineering and technology. This study used a quantitative approach of data collection, with the instruments for data collection being the Purdue Spatial Visualization test (PSVT) and the Felder-Soloman Index of Learning Styles (ILS). The relationship between the identified learning styles of the participants and their visualization skills was explored, in order to better understand if higher/lower spatial abilities had any correlation with an individual's learning style preference.

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The proposed research aims to understand the strategies involved in solving pattern development tasks from the Purdue Spatial Visualization Test (PSVT). Over the years in spatial ability, mental rotation and spatial orientation have been thoroughly examined to understand the mental processes involved in solving these types problems. However, spatial visualization, which is captured by pattern development tasks has been minimally researched. The inherent processes in solving such tasks have not been extensively examined. The proposed research examines the strategies used by individuals in solving the Developments section of PSVT (PSVT-D). The idea was to investigate spatial visualization ability by eliminating the potential use of analytical skills in solving these problems. An endeavor was made to also examine the obstacles that prevent individuals from using either spatial or analytical strategies in solving pattern development tasks. It was hypothesized that test performance does not change significantly. A population of 191 college students enrolled in a 100-level technical graphics course for civil engineering and construction were administered the PSVT. Based on their PSVT-D scores students were sampled into two groups of high and low spatial abilities. The students with high and low spatial ability were re-administered 5 questions from the PSVT-D. The students were asked to sketch an isometric view of the 3D object from the given 2D pattern. Using a thinkaloud protocol the students were asked to explain their visualization process in order to elicit spatial thinking. After each sketch, the students were also asked to describe their visualization strategy used in solving the problem by using a cardboard cut-out to help specifically understand the obstacles of strategy use for those students who were not able to sketch the isometric object.

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