Creative writing is a vital skill that allows students to articulate ideas, emotions, and experiences through significant narratives. However, many Senior High School students struggle to come up with ideas, organize their thoughts, and stay interested in writing when traditional teaching methods are primarily used. This study explored and compared the effectiveness of Digital Tales (digital storytelling) and traditional teaching approaches in promoting student engagement and enhancing the creative writing performance of Grade 11 Senior High School students at Rizal National High School during the academic year 2025–2026. It also examined whether there were significant differences in students’ writing performance before and after exposure to the two instructional methods, and further assessed the extent of the impact of digital storytelling as a teaching intervention. The study employed a quasi-experimental pretest–posttest design involving two groups of participants: one group was taught using traditional writing instruction, while the other group was exposed to Digital Tales instruction. Data were collected through writing performance assessments conducted before and after the intervention. A validated writing rubric that looked at organization, coherence, vocabulary, and clarity of expression was used to grade students’ work. The collected data were analyzed through descriptive statistics, paired-samples t-tests, independent-samples t-tests, and effect size calculations to examine both the significance and the extent of differences within and between the groups. The results indicated that both groups got better at creative writing. The experimental group that used Digital Tales, on the other hand, saw much bigger improvements in their posttest scores than the control group. The results suggest that integrating digital storytelling enhances students’ engagement and ability to develop ideas, organize narratives, and express their thoughts more effectively. The research indicates that Digital Tales is an effective pedagogical approach that can enhance students’ creative writing skills and engagement, offering a beneficial alternative to conventional writing instruction in Senior High School settings.