Table 2.

Studies characteristics

Author (year)	Location	Study design/method	Subjects	Intervention	Outcome
Arana-Arexolaleiba et al. [46]	Spain	Quasi-experimental design (one group pretest–posttest design) Questionnaire only	97 undergraduate engineering students and 20 tutors	Assessing PBL learning environment and supervision on student learning approach	Environments with higher constructive variables and supervisor formative assessment stimulate deeper learning approach in students
Khoiriyah et al. [34]	Indonesia	Quasi-experimental design (one group posttest-only design) and semi-structured interview Questionnaire & Interview protocol	310 undergraduate students, 10 tutors and 15 content experts	Evaluating self-assessment scale for active learning and critical thinking (SSACT) in PBL	SSACT improves students critical thinking and self-directed learning
Khumsikiew et al. [37]	Thailand	Quasi-experimental design (one group pretest–posttest design) Questionnaire only	36 undergraduate pharmacy students	Assessing the effect of student competence in PBL with clinical environment	Student clinical skills performance and satisfaction was significantly increase in the PBL with clinical environment
Rakhudu [4]	South Africa	Sequential explanatory mixed method design and focus group discussion Questionnaire	135 undergraduate nursing students (2011–2013 academic year) 21 participate in FGD 114 participate in questionnaire	Evaluating the effect of PBL scenario in quality improvement in health care unit on nursing student	PBL scenario effective in promoting interdisciplinary and interinstitutional collaboration
Tarhan et al. [43]	Turkey	Quasi-experimental design (one group pretest–posttest design) and semi-structured interview Questionnaire and Interviews protocol	36 undergraduate biochemistry course students	Evaluating the effect of PBL on student interest in biochemistry course	PBL Improve students investigating process, associate information’s, collaborative skills, responsibility and idea expressions
Chou et al. [48]	China	Sequential explanatory mixed method design Observation checklist and post-PBL homework reflections	45 undergraduate medical students and 44 undergraduate nursing students All students participate All students participate but only the IP groups were analyzed	Assessing the effect interprofessional PBL in learning clinical ethics	The IPE learning through PBL improve respect towards each other and avoid the development of stereotyped behavior
Chung et al. [39]	China	Quasi-experimental design (one group pretest–posttest design) and action research Observation, instructional journal, interviews protocol and questionnaire	51 undergraduate business students	Evaluating the effect of PBL on students learning outcome s of industrial-oriented competences	Significantly enhanced students’ learning motivation, learning outcomes and development of instructional knowledge and capability
Geitz et al. [47]	Netherlands	Semi-structured interview Interview protocol	62 undergraduate students and 4 tutors in business administration 8 students (selected randomly) and all 4 tutors were selected for the qualitative study	Evaluating the effect of sustainable feedback on self-efficacy and goal orientation given during the PBL sessions	PBL participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors’ and students’ specific, individual behavior, and responses
Dawilai et al. [40]	Thailand	Quasi-experimental design (one group posttest-only design) and interview Questionnaire and interview protocol	29 English foreign language students All participate in the questionnaire 10 students with improvement in writing course were selected for the interview	Evaluating self-regulated learning in problem-based blended learning (PBBL)	PBBL students reported to apply cognitive strategy and effectively used their time and study environment
Gutman [36]	Israel	Quasi-experimental design (non-equivalent control group posttest-only design) Questionnaire only	62 pre-service teachers	Evaluating achievement goal motivation (AGM) and research literacy skills (RL) between PBL process scaffolding with moderator-based learning (OLC + M) and social based learning (OLC + S)	The PBL participants reported to show significant improvement in AGM Only OLC + S showed significant improvement in RL
Li [35]	China	Semi-structured interview Interview protocol	14 students	Evaluating student learning outcome and attitude between single disciplinary course PBL and lecture	The PBL participants reported to have better outcome in interdisciplinary learning, self-directed learning, problem solving, creative thinking, communication and knowledge retentions. They also showed positive attitude of PBL is they recognize its effectiveness in skill development rather than exam oriented
Asad et al. [41]	Saudi Arabia	Cross-sectional study (period cross sectional) Questionnaire only	120 undergraduate medical students	Evaluating student opinion on effectiveness of PBL and interactive lectures	The PBL participants reported to have better outcome in modes of learning facilitation, professional development, learning behavior, and environment
Hursen [44]	Cyprus	Quasi-experimental design (one group pretest–posttest design) and interview Questionnaire and interview protocol	25 students	Evaluating the effect of using Facebook in PBL on adults’ self-efficacy perception for research inquiry	The PBL participants reported to have positive increase in perception of self-efficacy for sustaining research
William et al. [38]	Singapore	Quasi-experimental design (non-equivalent control group posttest-only design) Questionnaire only	149 students	Evaluating the effect of supply chain game in PBL environment	The game based PBL reported to increase score on metacognition function and motivation function. The game based PBL also showed significant correlation between motivation and positive game experience with the students’ perceived learning