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This study investigates the effects of large class sizes on students' learning experiences at a South African university of technology. With increasing enrolment in higher education, many universities face the challenge of managing large classes, which raises concerns about the quality of teaching and learning. This study used a quantitative research design to gather and analyse data through structured questionnaires administered to third-year undergraduate students in three departments with high enrolment numbers in the Faculty of Management Sciences at one university of technology. The findings reveal that large classes have a negative impact on students' ability to engage with academic content, interact with lecturers, and receive timeous feedback. Students reported feeling disconnected, overlooked, and less motivated in overcrowded learning environments. The study highlights areas where technological tools and improved pedagogical strategies could mitigate some of the challenges associated with large-class learning. The study also investigated how academic support services offered by the Teaching and Learning Development Centre (TLDC), the Writing Centre, and the Student Counselling Centre affect students’ learning and performance. The paper concludes by recommending strategies and support systems to enhance student learning in large class contexts.

Globally, student assessment surveys are utilised to enhance the quality of teaching and learning. Student evaluation questionnaires require a substantial investment of effort from both students and teachers.  This research aims to elucidate students' attitudes towards evaluation questionnaires, hence enhancing comprehension of the quality of information in completed assessments. The research encompassed undergraduate students enrolled in a Business and Information Management program within the Faculty of Accounting and Informatics at the Durban University of Technology, Midlands Campus, South Africa. The experiences and attitudes of students about teaching evaluation questionnaires were examined through metaphorical drawings and focus group discussions. The results reveal that students possess both favourable and unfavourable opinions toward student ratings. Positive themes encompass assessments as a systematic procedure and a chance for students to propose modifications. Negative attitudes encompass perceptions of evaluations as oppressive and threatening, reflecting a lack of profound contemplation by students when filling out the questionnaire, and raising enquiries about the subsequent activities made after completing the evaluations. Findings elucidate several elements influencing student evaluations of education, including the timing of administration, the individuals responsible for providing them, and the methods employed in their administration. The document advocates for other methods of gathering student feedback and the discontinuation of paper-based surveys. Feedback may be acquired using online questionnaires and qualitative interviews. Furthermore, learning analytics technologies can be integrated into the LMS utilised for administering online surveys, facilitating the provision of tailored feedback to individual students.