Following up on @FStratford and @Sue22 comments above, we can see that colleges like to quote GIGO stats because it makes them looks good. A much better stat would be something like “what percentage of your four-year academic experience will be spent in large classes.” If that’s important. I’m not sure it is as long as there are smaller discussion sections to hash out some of the questions.
I’ve also been in plenty of “Socratic” classrooms that technically had large numbers of students. Law and Business can run a good number of those (or did in my day). As long as the professor has the roll-book and knows how to use it, and the class is well prepared (a reasonable expectation) you can have a pretty decent discussion, even if the subject requires a good number of equations. I had a few large accounting and finance courses that were both interactive and well-taught. Quality of instruction does, indeed, matter, as @marlowe1 has pointed out. I’d say it matters a lot more than actual class size.
For the student who craves the smaller, seminar style, I always thought UChicago was a particularly good fit. On the Stanford vs. UChicago History Course thread, it was pointed out that, unlike UChicago, Stanford actually requires you to attend certain lecture courses in the subject. Is that because History is a more popular major at Stanford than at UChicago? Nope; according to 2018 NCES data, UChicago had twice the number of history majors graduating despite having 20% fewer graduates overall. So UChicago’s academic departments are considering other factors besides popularity of the major when determining class size.