dge tools such as encyclopedias, lexicographic aids, synonym finders and thesauruses, landmark shelves and spell-checker programs. Also, the design of the web should be able to filter non-useful information and enable users to access sites using partial or incomplete URLs. Furthermore, the research team suggested that graphical clues should be used to identify type of information provided by web sites. Finally, the team recommended that the first screen should include as much pertinent information about the site as possible. Nonetheless, there is one shortcoming that the research team did not categorize the difficulties or problems that the students encountered while performing a search. Basically, the team did mention about the difficulties for particular students in the section that described the searching behavior of the students. However, the team did not create a classification of those difficulties that specifically led to the main recommendations in the discussion section, which in turn failed in looking for common difficulties and paying attentions to different difficulties encountered by different students. According to Babbie (1998, p.297), by having done an organized list of the variety of types of the difficulties encountered by the students, one can then more easily discover the characteristics of the students, the web environment or the like associated with those different types of difficulties. Consequently, the recommendations for resolving those difficulties would be more persuasive to the audience. For example, some students do not perform searching as efficiently as others do because they are unable to identify appropriate search engines and it is found that expert surfers are good at identifying search engines. Then, it is convincing that the students who do not perform searching well need training for surfing the web in order to help them search productively....
