The aim of this study was to explore how first-time problem-based learning (PBL) participants can improve their learning outcomes. Empirical results showed that students with higher academic performance and attendance rates significantly enhanced their critical thinking and problem-solving skills through PBL compared to traditional lecture-based methods. However, PBL was less effective for students with lower academic performance or attendance rates compared to traditional lectures, highlighting the impact of student characteristics on PBL outcomes. Tutors should focus on students with lower academic or attendance rates, encouraging their active participation to improve overall learning outcomes. Results of path model analysis revealed that tutor performance significantly influences both the learning process and the development of critical thinking and problem-solving skills. Self-directed learning greatly influences critical thinking, while the functionality of tutorial groups significantly affects problem-solving skills. These findings emphasized the importance of tutor performance in enhancing the learning outcomes of students new to PBL. Therefore, educational institutions should invest in PBL teaching seminars to boost tutor performance and ultimately improve student learning outcomes.