Retrieval of information from online databases has risen substantially in recent years as a result of issues associated with accessibility, convenience, and efficiency. To examine the potential impact of this trend in schools, a study was conducted to investigate the natural information retrieval skills of thirteen junior high learning handicapped students and fifteen nonlearning handicapped peers using a repeated measures latin square design. Each student conducted four fact retrieval tasks with a print encyclopedia, an online electronic encyclopedia with menus, and an online electronic encyclopedia with commands. While significant differences were found in the overall level of retrieval success between the two groups of students their patterns of performance were identical. Higher levels of success in fact retrieval were found when the retrieval tasks were assigned as opposed to self-selected and when the retrieval tasks were simple as opposed to complex. The form of the encyclopedia was also found to have a significant effect on retrieval success; the highest levels being attained with the menu driven electronic encyclopedia, the print encyclopedia, and the command driven electronic encyclopedia, respectively. A post hoc analysis of the students' performance yielded a diagnostic profile regarding areas of difficulty for student searchers. The results of the study are discussed relative to the viability of using knowledge bases for fact retrieval and the need for teaching information-seeking skills as a necessary prerequisite for exploiting information technology.
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