This study investigates the implementation of problem-based learning (PBL) in higher education, focusing on its effectiveness in improving student learning and outcomes using self-selected and Big Five Personality Traits (OCEAN model) test groups. The research was conducted at X University within the course “Manufacturing Processes and Logistics,” involving 37 graduate students over two fall semesters (2022 and 2023). In 2022, teams were self-selected, while in 2023, teams were formed based on the OCEAN model to ensure balanced dynamics. The results demonstrated that PBL positively impacted student motivation and performance, with OCEAN teams outperforming self-selected teams in several areas. Specifically, OCEAN teams had higher attendance rates (91% vs. 79%), spent less time working on tasks outside the classroom, and achieved better final grades (4.7 ± 0.1 vs. 4.4 ± 0.2). Additionally, OCEAN teams experienced smoother group work, even distribution of tasks, and fewer conflicts compared to self-selected teams. Feedback from both team types highlighted the value of self-evaluation and peer feedback in understanding group dynamics and the importance of collaborative work. The study concludes that structured team formation using the OCEAN model enhances student engagement, social skills, individual responsibility, and academic performance. These findings emphasize the significance of well-organized collaborative learning environments in higher education, suggesting that integrating both self-selected and OCEAN-formed teams could further boost student motivation and ease the acquisition of course content.