Pedagogically, when students are exposed to algebraic structures it seems standard for the major emphasis, if not all the emphasis, to be on groups, rings, R-modules, and categories. These are rich structures with interesting properties, but in the big picture, I have wondered why some defining properties make for a rich structure, while other properties gives less interesting structures, or nothing worth teaching at all.
As a motivating example, a set (or class, whatever) that is closed under some operation seems necessary to talk about anything meaningful; however, why is the particular combination of
- Having inverse elements
- Having an identity element
- Associativity
more rich (a group) than simply replacing associativity with commutativity (a structure I don't even know a name for)? I have also wondered why associativity is much more prevalent than commutativity. As another motivating example, we teach much about groups and rings but why not loops, monoids, semilattices, and near-rings? What makes the former set either richer in structure or more pedagogically sound to teach?
Even in category theory I can ask what makes the specific combination of defining properties of a category so great. —why associativity and not commutativity? —why categories and not semi categories? I wonder why its particular combination of defining properties is more "powerful", deep, and pervasive than another combination of properties.
Examples!
Remember that most (if not all) abstract structures are motivated by specific examples. And it took a long time for the mathematicians to abstract from these examples and develop an axiomatic framework. Since you have been asking for groups: Permutation groups, Symmetry groups, Lie groups (aka transformation groups) and ideal class groups appeared naturally in the 19th century, even before the general notion of a group was born (Cayley, Galois, Klein, Kronecker, Lie, and many others). There is nothing interesting about the group axioms in themselves, but rather in the fact that they subsume what happens in so many examples, and that we can study many phenomena in specific examples for arbitrary groups. The same remarks apply - even more - to the notion of a category.
Monoids also appear very naturally in many examples. They have a rich theory, quite different from the theory of groups. But in general I would say monoids are harder to understand than groups. For example, whereas finitely generated commutative groups are classified, this is not the case for finitely generated commutative monoids. For this reason one often makes a monoid to a group by formally introducing inverses - this is called the Grothendieck group, which is especially important in K-theory.
Monoids even play a more important rule when we internalize them into arbitrary monoidal categories - this leads to the notion of a monoid object. Monoid objects in $\mathsf{Set}$ are monoids in the usual sense, but monoid objects in $\mathsf{Ab}$ are rings in the usual sense! This offers a considerable overlap between monoid theory and ring theory. In the commutative case, we can even go further and develop algebraic geometry for commutative monoid objects (Toen-Vaquié, Florian Marty).
I haven't worked with loops or near-rings, but I am pretty sure that these aren't covered in most lectures because there are not as many interesting examples as for groups and rings.
The conclusion is very simple: Abstract structures are motivated by specific examples. And this is not restricted to algebra. You could also go ahead and ask "why the union axiom in the definition of a topology?". The answer is the same: Because examples (especially the class of metric spaces) have motivated this axiom. Given a random system of operations and rules between them, you cannot really tell if this is interesting, natural, or not.