Introduction. Students’ evaluation of lessons is determined by their perception of the quality of instruction. The involvement of students in additional educational and developmental programmes is a factor that plays a role in their attitude to learning, and leads to an even higher level of activity, the opposite of which is passivity, i.e., lack of effort in the educational process. Aim. The purpose of this article is to look for correlations of online lesson evaluation, and then to establish predictors of this evaluation, and to determine the degree of evaluation of remote classes, passive and active participation in lessons, and the involvement of high school students in additional educational-development programmes. Methods. The diagnostic survey method was used in the study. The tool was constructed according to the survey technique. A form of evaluation of online lessons, activity during classes, passive participation in lessons, involvement in additional educational and developmental programs for students was used. The response scale available to the respondent was a fi ve-point scale from 1 to 5. The research group consisted of 270 people aged 16-18 years; they were students from high schools, technical schools, and basic vocational schools of the fi rst degree, randomly selected. It was hypothesized that the lower the passivity during remote lessons and the higher the activity and involvement in extracurricular educational or developmental activities, the higher the evaluation of online lessons would be. The hypothesis was confi rmed. Results. Pearson’s R correlation showed that the assessment of online activities correlated positively with activity in the classroom (R=0.503), and engagement in additional educational and developmental practices (R=0.524), and negatively with the passive participation of students in remote lessons (R=-0.433). The prediction of the e-learning assessment was also determined. The predictor is engagement in additional educational and development activities, on the basis of commitment in 28% it is possible to determine the variability of the assessment of online lessons. On a 5-point scale, 34.1% of students rated the methods of conveying the content of classes, the use of activating methods by the teacher, and the atmosphere during online lessons at an average level.